ERIC Number: ED319090
Record Type: Non-Journal
Publication Date: 1984-Aug-1
Reference Count: N/A
Contributions of Fundamental Frequency, Formant Spacing, and Glottal Waveform to Talker Identification. Research on Speech Perception. Technical Report No. 5.
Carrell, Thomas D.
This study investigated the contributions of fundamental frequency, formant spacing, and glottal waveform to talker identification. The first two experiments focused on the effect of glottal waveform in the perception of talker identity. Subjects in the first experiment, 30 undergraduate students enrolled in an introductory psychology course, indicated whether stimuli were produced by a male or female. Results indicated that the crossover point of the identification function depended on whether the glottal waveform had been produced by a male or female talker. Subjects in the second experiment, 26 individuals chosen from a speech research laboratory's paid subject pool, were trained to identify a talker's gender. Results indicated that listeners could identify individual talkers on the basis of glottal waveform information alone. Experiments three (20 subjects) and four (13 subjects) assessed the relative contributions of glottal waveform, fundamental frequency, and formant spacing to the perception of talker identity. In both experiments, synthetic stimuli were constructed by copying the three cues of interest from tokens of words produced by natural talkers. Subjects were required to identify the talker. Results indicated that formant spacing and fundamental frequency were the primary sources of information in the speech waveform. Results also indicated that glottal waveform played only an indirect role in talker identification. (Thirty-seven figures and eight tables of data are included; 90 references, glottal waveforms, Fourier transforms of glottal waveforms, and one table of data are attached.) (RS)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Sponsor: National Institutes of Health (DHHS), Bethesda, MD.
Authoring Institution: Indiana Univ., Bloomington. Dept. of Psychology.