Effects of lengthened formant transition duration on discrimination and neural representation of synthetic CV syllables by normal and learning-disabled children.

In order to investigate the precise acoustic features of stop consonants that pose perceptual difficulties for some children with learning problems, discrimination thresholds along two separate synthetic /da-ga/ continua were compared in a group of children with learning problems (LP) and a group of normal children. The continua differed only in the duration of the formant transitions. Results showed that simply lengthening the formant transition duration from 40 to 80 ms did not result in improved discrimination thresholds for the LP group relative to the normal group. Consistent with previous findings, an electrophysiologic response that is known to reflect the brain's representation of a change from one auditory stimulus to another--the mismatch negativity (MMN)--indicated diminished responses in the LP group relative to the normal group to /da/ versus /ga/ when the transition duration was 40 ms. In the lengthened transition duration condition the MMN responses from the LP group were more similar to those from the normal group, and were enhanced relative to the short transition duration condition. These data suggest that extending the duration of the critical portion of the acoustic stimulus can result in enhanced encoding at a preattentive neural level; however, this stimulus manipulation on its own is not a sufficient acoustic enhancement to facilitate increased perceptual discrimination of this place-of-articulation contrast.

Oral sensory discrimination of fluid viscosity.

This study was designed to investigate the ability of normal young adult volunteers to sensorially identify Newtonian fluids of specified viscosities. Twenty subjects, 10 men and 10 women between the ages of 18 and 29 years participated. Seven stimuli, consisting of combinations of corn syrup and water, with viscosities ranging from 2 to 2,240 centipoise (cP) were prepared and characterized using a coaxial rotational viscometer. Subjects were presented with two anchor stimuli representing the extremes of the range of viscosities as a basis from which the experimental stimuli were judged. The seven experimental stimuli were randomly presented to each subject 10 times. The accuracy with which the subjects identified the viscosity of the fluid was significant at p < 0.01. The pattern of response was not significantly different across subjects nor gender. There were no differences in performance throughout the duration of the study. The repeat presentation of the anchor points did not significantly affect performance. Further research on oral perception of viscosity, and the processes that mediate changes in swallow physiology resulting from changes in viscosity is required.

Central auditory system plasticity: generalization to novel stimuli following listening training.

Behavioral perceptual abilities and neurophysiologic changes observed after listening training can generalize to other stimuli not used in the training paradigm, thereby demonstrating behavioral "transfer of learning" and plasticity in underlying physiologic processes. Nine normal-hearing monolingual English-speaking adults were trained to identify a prevoiced labial stop sound (one that is not used phonemically in the English language). After training, the subjects were asked to discriminate and identify a prevoiced alveolar stop. Mismatch negativity cortical evoked responses (MMN) were recorded to both labial and alveolar stimuli before and after training. Behavioral performance and MMNs also were evaluated in an age-matched control group that did not receive training. Listening training improved the experimental group's ability to discriminate and identify an unfamiliar VOT contrast. That enhanced ability transferred from one place of articulation (labial) to another (alveolar). The behavioral training effects were reflected in the MMN, which showed an increase in duration and area when elicited by the training stimuli as well as a decrease in onset latency when elicited by the transfer stimuli. Interestingly, changes in the MMN were largest over the left hemisphere. The results demonstrate that training can generalize to listening situations beyond those used in training sessions, and that the preattentive central neurophysiology underlying perceptual learning are altered through auditory training.

Auditory neurophysiologic responses and discrimination deficits in children with learning problems.

Children with learning problems often cannot discriminate rapid acoustic changes that occur in speech. In this study of normal children and children with learning problems, impaired behavioral discrimination of a rapid speech change (/dalpha/versus/galpha/) was correlated with diminished magnitude of an electrophysiologic measure that is not dependent on attention or a voluntary response. The ability of children with learning problems to discriminate another rapid speech change (/balpha/versus/walpha/) also was reflected in the neurophysiology. These results indicate that some children's discrimination deficits originate in the auditory pathway before conscious perception and have implications for differential diagnosis and targeted therapeutic strategies for children with learning disabilities and attention disorders.

Acoustic elements of speechlike stimuli are reflected in surface recorded responses over the guinea pig temporal lobe.

Auditory evoked potentials measured from the guinea pig temporal lobe surface reflect acoustic elements of synthesized speech syllables. Eliciting stimuli included a four formant anchor stimulus /ba/, with a 40-ms formant transition duration. The other stimuli differed from /ba/ along simple acoustic dimensions. The /pa/ stimuli differed on a VOT continuum; /da/ stimuli had a higher frequency F2 onset; /wa/ had a longer (80 ms) formant transition duration; and /bi/ differed in three vowel formant frequencies. The /ba/ and /da/ onset response latencies decreased systematically with increasing F2 onset frequency. The response to the /pa/ voicing increased in latency with increasing VOT and showed a physiologic discontinuity at VOT of 15-20 ms. Responses to /ba/ and /wa/ showed similar onset morphology but significant amplitude differences at latencies corresponding to vowel onset. Significant amplitude differences in /ba/ and /bi/ responses corresponded in latency to both consonant and vowel portions of the syllables. Similar to previous reports in the awake monkey for VOT, these results demonstrate in the anesthetized guinea pig that acoustic elements essential to speech perception are reflected in aggregate response of ensembles of cortical neurons.

Speech-evoked cognitive P300 potentials in cochlear implant recipients.

The cognitive P300 evoked potential was elicited by speech stimuli in successful cochlear implant recipients, and the resulting P300 morphology was remarkably similar to that of normal-hearing individuals. The P300 was elicited by the synthesized speech pair/da/and/di/ presented using an oddball paradigm to nine "good" Nucleus cochlear implant users and nine age-matched normal-hearing subjects (34-81 yr old). There were no significant differences in P300 amplitude and latency between the two groups. Moreover, the N1 and P2 potentials occurred at similar latencies in the two groups, although the N1 amplitude was significantly smaller in the cochlear implant users. The P300 was absent in one "poor" cochlear implant user. The results suggest that the P300 may serve as a useful tool for evaluating the cognitive aspects of auditory processing in cochlear implant recipients, and that it may aid in assessing the success of cochlear implantation.

Neurophysiologic bases of speech discrimination.

The mismatch negativity (MMN) is an automatic cortical evoked potential that signifies the brain's detection of acoustic change. In other words, the MMN reflects the neurophysiologic processes that underlie auditory discrimination. As such, the MMN provides an objective tool for evaluating central auditory mechanisms involved in speech perception. We are using the MMN to study the central auditory processes that encode acoustic changes important for speech perception in 1) normal-hearing adults and children, 2) individuals with impaired auditory systems (including persons with learning disabilities, attention deficit disorders, cochlear implants), and 3) an animal model. Specifically, we have demonstrated that the MMN provides information about the central processing of fine acoustic differences, the neuroanatomic pathways that encode acoustic change, central auditory processing in the presence of peripheral hearing deficits, and central auditory system plasticity. In addition, we have considered methodological challenges associated with measuring the MMN in individual subjects. Several methodological issues--including appropriate stimuli, stimulus presentation variables, the recording protocol and environment, and validation of the MMN in individuals--are discussed.

Central auditory system plasticity associated with speech discrimination training.

Abstract A passively elicited cortical potential that reflects the brain's discrimination of small acoustic contrasts was measured in response to two slightly different speech stimuli in adult human subjects. Behavioral training in the discrimination of those speech stimuli resulted in a significant change in the duration and magnitude of the cortical potential. The results demonstrate that listening training can change the neurophysiologic responses of the central auditory system to just-perceptible differences in speech.

The effect of amplitude comodulation on auditory object formation in sentence perception.

To comprehend speech in most environments, listeners must combine some but not all sounds from across a wide range of frequencies. Three experiments were conducted to examine the role of amplitude comodulation in performing an essential part of this function: the grouping together of the simultaneous components of a speech signal. Each of the experiments used time-varying sinusoidal (TVS) sentences (Remez, Rubin, Pisoni, & Carrell, 1981) as base stimuli because their component tones are acoustically unrelated. The independence of the three tones reduced the number of confounding grouping cues available compared with those found in natural or computer-synthesized speech (e.g., fundamental frequency and simultaneity of harmonic onset). In each of the experiments, the TVS base stimuli were amplitude modulated to determine whether this modulation would lead to appropriate grouping of the three tones as reflected by sentence intelligibility. Experiment 1 demonstrated that amplitude comodulation at 100 Hz did improve the intelligibility of TVS sentences. Experiment 2 showed that the component tones of a TVS sentence must be comodulated (as opposed to independently modulated) for improvements in intelligibility to be found. Experiment 3 showed that the comodulation rates that led to intelligibility improvements were consistent with the effective rates found in experiments that examined the grouping of complex nonspeech sounds by common temporal envelopes (e.g., comodulation masking release; Hall, Haggard, & Fernandes, 1984). The results of these experiments support the claim that certain basic temporal-envelope processing capabilities of the human auditory system contribute to the perception of fluent speech.

Discrimination of rising and falling simulated single-formant frequency transitions: practice and transition duration effects.

Two experiments evaluated discrimination of simulated single-format frequency transitions. In the first experiment, listeners received practice with trial-by-trial feedback in discriminating either rising or falling frequency transitions of three different durations (30, 60, and 120 ms). Transitions either occurred in isolation or were followed by a steady-state sound matched in frequency to the transition end point. Some improvement in discrimination over practice runs occurred for the shortest transitions. Whether performance was evaluated at the beginning or end of practice, there were no differences attributable to transition direction or to whether transitions were followed by steady-state sound. Discrimination, however, was significantly better for the longest transitions. Just noticeable differences (jnd's) for the longest transitions, measured in Hz at transition onsets, were of approximately the same magnitude as jnd's for steady-state sounds that were equal in frequency to the midpoints of the transitions. Subjects of the second experiment discriminated the longer rising and falling transitions, but did not receive extensive practice. Results of experiment 2 replicated results of experiment 1 in showing similar jnd's. Experiment 2 also showed no differences attributable to transition direction or to the presence of the steady-state sound following transitions.

Recognition of speech spectrograms.

The performance of eight naive observers in learning to identify speech spectrograms was studied over a 2-month period. Single tokens from a 50-word phonetically balanced (PB) list were recorded by several talkers and displayed on a Spectraphonics Speech Spectrographic Display system. Identification testing occurred immediately after daily training sessions. After approximately 20 h of training, naive subjects correctly identified the 50 PB words from a single talker over 95% of the time. Generalization tests with the same words were then carried out with different tokens from the original talker, new tokens from another male talker, a female talker, and finally, a synthetic talker. The generalization results for these talkers showed recognition performance at 91%, 76%, 76%, and 48%, respectively. Finally, generalization tests with a novel set of PB words produced by the original talker were also carried out to examine in detail the perceptual strategies and visual features that subjects abstracted from the training set. Our results demonstrate that even without formal training in phonetics or acoustics naive observers can learn to identify visual displays of speech at very high levels of accuracy. Analysis of subjects' performance in a verbal protocol task demonstrated that they rely on salient visual correlates of many phonetic features in speech.

Onset spectra and formant transitions in the adult's and child's perception of place of articulation in stop consonants.

Stevens and Blumstein [Perspectives on the Study of Speech (Erlbaum, Hillsdale, NJ, 1981)] have proposed that the global shape of the CV syllable onset spectrum provides the listener with a primary and contextually invariant cue for place of stop consonant articulation. Contextually variable formant transitions are, in contrast, claimed to constitute secondary cues to place of articulation that, during development, are learned through their co-occurrence with the primary spectral ones. In the two experiments reported here, these claims about the relative importance of the onset spectrum and formant transition information were assessed by obtaining adults' and young children's identifications of synthetic stimuli in which these two potential cues specified different places of articulation. In general, the responses of both adults and children appeared to be determined by the formant transitions of the stimuli. These results provide little support for the claim that sensitivity to the global properties of the onset spectrum (as described by Stevens and Blumstein) underlie place of articulation perception or for Stevens and Blumstein's primary versus secondary cue distinction. Rather, these findings are consistent with the view that dynamic, time-varying information is important in the perception of place of articulation.

Speech perception without traditional speech cues.

A three-tone sinusoidal replica of a naturally produced utterance was identified by listeners, despite the readily apparent unnatural speech quality of the signal. The time-varying properties of these highly artificial acoustic signals are apparently sufficient to support perception of the linguistic message in the absence of traditional acoustic cues for phonetic segments.