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ERIC Number: EJ1029472
Record Type: Journal
Publication Date: 2014-Feb
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1092-4388
Children's Perception of Speech Produced in a Two-Talker Background
Baker, Mallory; Buss, Emily; Jacks, Adam; Taylor, Crystal; Leibold, Lori J.
Journal of Speech, Language, and Hearing Research, v57 n1 p327-337 Feb 2014
Purpose: This study evaluated the degree to which children benefit from the acoustic modifications made by talkers when they produce speech in noise. Method: A repeated measures design compared the speech perception performance of children (5-11 years) and adults in a 2-talker masker. Target speech was produced in a 2-talker background or in quiet. In Experiment 1, recognition with the 2 target sets was assessed using an adaptive spondee identification procedure. In Experiment 2, the benefit of speech produced in a 2-talker background was assessed using an open-set, monosyllabic word recognition task at a fixed signal-to-noise ratio (SNR). Results: Children performed more poorly than adults, regardless of whether the target speech was produced in quiet or in a 2-talker background. A small improvement in the SNR required to identify spondees was observed for both children and adults using speech produced in a 2-talker background (Experiment 1). Similarly, average open-set word recognition scores were 11 percentage points higher for both age groups using speech produced in a 2-talker background compared with quiet (Experiment 2). Conclusion: The results indicate that children can use the acoustic modifications of speech produced in a 2-talker background to improve masked speech perception, as previously demonstrated for adults.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A