Prediction of speech intelligibility in spatial noise and reverberation for normal-hearing and hearing-impaired listeners

Binaural speech intelligibility of individual listeners under realistic conditions was predicted using a model consisting of a gammatone filter bank, an independent equalization-cancellation (EC) process in each frequency band, a gammatone resynthesis, and the speech intelligibility index (SII). Hearing loss was simulated by adding uncorrelated masking noises (according to the pure-tone audiogram) to the ear channels. Speech intelligibility measurements were carried out with 8 normal-hearing and 15 hearing-impaired listeners, collecting speech reception threshold (SRT) data for three different room acoustic conditions (anechoic, office room, cafeteria hall) and eight directions of a single noise source (speech in front). Artificial EC processing errors derived from binaural masking level difference data using pure tones were incorporated into the model. Except for an adjustment of the SII-to-intelligibility mapping function, no model parameter was fitted to the SRT data of this study. The overall correlation coefficient between predicted and observed SRTs was 0.95. The dependence of the SRT of an individual listener on the noise direction and on room acoustics was predicted with a median correlation coefficient of 0.91. The effect of individual hearing impairment was predicted with a median correlation coefficient of 0.95. However, for mild hearing losses the release from masking was overestimated.     

Binaural speech intelligibility in noise for hearing-impaired listeners

The effect of head-induced interaural time delay (ITD) and interaural level differences (ILD) on binaural speech intelligibility in noise was studied for listeners with symmetrical and asymmetrical sensorineural hearing losses. The material, recorded with a KEMAR manikin in an anechoic room, consisted of speech, presented from the front (0 degree), and noise, presented at azimuths of 0 degree, 30 degrees, and 90 degrees. Derived noise signals, containing either only ITD or only ILD, were generated using a computer. For both groups of subjects, speech-reception thresholds (SRT) for sentences in noise were determined as a function of: (1) noise azimuth, (2) binaural cue, and (3) an interaural difference in overall presentation level, simulating the effect of a monaural hearing acid. Comparison of the mean results with corresponding data obtained previously from normal-hearing listeners shows that the hearing impaired have a 2.5 dB higher SRT in noise when both speech and noise are presented from the front, and 2.6-5.1 dB less binaural gain when the noise azimuth is changed from 0 degree to 90 degrees. The gain due to ILD varies among the hearing-impaired listeners between 0 dB and normal values of 7 dB or more. It depends on the high-frequency hearing loss at the side presented with the most favorable signal-to-noise (S/N) ratio. The gain due to ITD is nearly normal for the symmetrically impaired (4.2 dB, compared with 4.7 dB for the normal hearing), but only 2.5 dB in the case of asymmetrical impairment. When ITD is introduced in noise already containing ILD, the resulting gain is 2-2.5 dB for all groups. The only marked effect of the interaural difference in overall presentation level is a reduction of the gain due to ILD when the level at the ear with the better S/N ratio is decreased. This implies that an optimal monaural hearing aid (with a moderate gain) will hardly interfere with unmasking through ITD, while it may increase the gain due to ILD by preventing or diminishing threshold effects.     

Effect of noise and occupancy on optimal reverberation times for speech intelligibility in classrooms

The question of what is the optimal reverberation time for speech intelligibility in an occupied classroom has been studied recently in two different ways, with contradictory results. Experiments have been performed under various conditions of speech-signal to background-noise level difference and reverberation time, finding an optimal reverberation time of zero. Theoretical predictions of appropriate speech-intelligibility metrics, based on diffuse-field theory, found nonzero optimal reverberation times. These two contradictory results are explained by the different ways in which the two methods account for background noise, both of which are unrealistic. To obtain more realistic and accurate predictions, noise sources inside the classroom are considered. A more realistic treatment of noise is incorporated into diffuse-field theory by considering both speech and noise sources and the effects of reverberation on their steady-state levels. The model shows that the optimal reverberation time is zero when the speech source is closer to the listener than the noise source, and nonzero when the noise source is closer than the speech source. Diffuse-field theory is used to determine optimal reverberation times in unoccupied classrooms given optimal values for the occupied classroom. Resulting times can be as high as several seconds in large classrooms; in some cases, optimal values are unachievable, because the occupants contribute too much absorption.     

Prediction of speech intelligibility for normal-hearing and cochlearly hearing-impaired listeners

The word recognition ability of 4 normal-hearing and 13 cochlearly hearing-impaired listeners was evaluated. Filtered and unfiltered speech in quiet and in noise were presented monaurally through headphones. The noise varied over listening situations with regard to spectrum, level, and temporal envelope. Articulation index theory was applied to predict the results. Two calculation methods were used, both based on the ANSI S3.5-1969 20-band method [S3.5-1969 (American National Standards Institute, New York)]. Method I was almost identical to the ANSI method. Method II included a level- and hearing-loss-dependent calculation of masking of stationary and on-off gated noise signals and of self-masking of speech. Method II provided the best prediction capability, and it is concluded that speech intelligibility of cochlearly hearing-impaired listeners may also, to a first approximation, be predicted from articulation index theory.     

Vowel intelligibility in clear and conversational speech for normal-hearing and hearing-impaired listeners

Several studies have demonstrated that when talkers are instructed to speak clearly, the resulting speech is significantly more intelligible than speech produced in ordinary conversation. These speech intelligibility improvements are accompanied by a wide variety of acoustic changes. The current study explored the relationship between acoustic properties of vowels and their identification in clear and conversational speech, for young normal-hearing (YNH) and elderly hearing-impaired (EHI) listeners. Monosyllabic words excised from sentences spoken either clearly or conversationally by a male talker were presented in 12-talker babble for vowel identification. While vowel intelligibility was significantly higher in clear speech than in conversational speech for the YNH listeners, no clear speech advantage was found for the EHI group. Regression analyses were used to assess the relative importance of spectral target, dynamic formant movement, and duration information for perception of individual vowels. For both listener groups, all three types of information emerged as primary cues to vowel identity. However, the relative importance of the three cues for individual vowels differed greatly for the YNH and EHI listeners. This suggests that hearing loss alters the way acoustic cues are used for identifying vowels.     

Effects of frequency response characteristics on speech discrimination and perceived intelligibility and pleasantness of speech for hearing-impaired listeners

Frequency response characteristics were selected for 14 hearing-impaired ears, according to six procedures. Three procedures were based on MCL measurements with speech bands of three bandwidths (1/3 octave, 1 octave, and 1 2/3 octaves). The other procedures were based on hearing thresholds, pure-tone MCLs, and pure-tone LDLs. The procedures were evaluated by speech discrimination testing, using nonsense syllables in noise, and by paired comparison judgments of the intelligibility and pleasantness of running speech. Speech discrimination testing showed significant differences between pairs of responses for only seven test ears. Nasals and glides were most affected by frequency response variations. Both intelligibility and pleasantness judgments showed significant differences for all test ears. Intelligibility in noise was less affected by frequency response differences than was intelligibility in quiet or pleasantness in quiet or in noise. For some ears, the ranking of responses depended on whether intelligibility or pleasantness was being judged and on whether the speech was in quiet or in noise. Overall, the three speech band MCL procedures were far superior to the others. Thus the studies strongly support the frequency response selection rationale of amplifying all frequency bands of speech to MCL. They also highlight some of the complications involved in achieving this aim.     

Chinese speech intelligibility at different speech sound pressure levels and signal-to-noise ratios in simulated classrooms

The speech intelligibility in classroom can be influenced by background-noise levels, speech sound pressure level (SSPL), reverberation time and signal-to-noise ratio (SNR). The relationship between SSPL and subjective Chinese Mandarin speech intelligibility and the effect of different SNRs on Chinese Mandarin speech intelligibility in the simulated classroom were investigated through room acoustical simulation, auralisation technique and subjective evaluation. Chinese speech intelligibility test signals recorded in anechoic chamber were convolved with the simulated binaural room impulse responses, and then reproduced through the headphone by different SSPLs and SNRs. The results show that Chinese Mandarin speech intelligibility scores increase with increasing of SSPLs and SNRs within a certain range in simulated classrooms. Chinese Mandarin speech intelligibility scores have no significant difference with SNRs of no less than 15 dBA under the same reverberation time condition.     

Vowel errors in noise and in reverberation by hearing-impaired listeners

The effects of noise and reverberation on the identification of monophthongs and diphthongs were evaluated for ten subjects with moderate sensorineural hearing losses. Stimuli were 15 English vowels spoken in a /b-t/ context, in a carrier sentence. The original tape was recorded without reverberation, in a quiet condition. This test tape was degraded either by recording in a room with reverberation time of 1.2 s, or by adding a babble of 12 voices at a speech-to-noise ratio of 0 dB. Both types of degradation caused statistically significant reductions of mean identification scores as compared to the quiet condition. Although the mean identification scores for the noise and reverberant conditions were not significantly different, the patterns of errors for these two conditions were different. Errors for monophthongs in reverberation but not in noise seemed to be related to an overestimation of vowel duration, and there was a tendency to weight the formant frequencies differently in the reverberation and quiet conditions. Errors for monophthongs in noise seemed to be related to spectral proximity of formant frequencies for confused pairs. For the diphthongs in both noise and reverberation, there was a tendency to judge a diphthong as the beginning monophthong. This may have been due to temporal smearing in the reverberation condition, and to a higher masked threshold for changing compared to stationary formant frequencies in the noise condition.     

The intelligibility of Lombard speech for non-native listeners

Speech produced in the presence of noise-Lombard speech-is more intelligible in noise than speech produced in quiet, but the origin of this advantage is poorly understood. Some of the benefit appears to arise from auditory factors such as energetic masking release, but a role for linguistic enhancements similar to those exhibited in clear speech is possible. The current study examined the effect of Lombard speech in noise and in quiet for Spanish learners of English. Non-native listeners showed a substantial benefit of Lombard speech in noise, although not quite as large as that displayed by native listeners tested on the same task in an earlier study [Lu and Cooke (2008), J. Acoust. Soc. Am. 124, 3261-3275]. The difference between the two groups is unlikely to be due to energetic masking. However, Lombard speech was less intelligible in quiet for non-native listeners than normal speech. The relatively small difference in Lombard benefit in noise for native and non-native listeners, along with the absence of Lombard benefit in quiet, suggests that any contribution of linguistic enhancements in the Lombard benefit for natives is small.     

Effects of degradation of intensity, time, or frequency content on speech intelligibility for normal-hearing and hearing-impaired listeners

Many hearing-impaired listeners suffer from distorted auditory processing capabilities. This study examines which aspects of auditory coding (i.e., intensity, time, or frequency) are distorted and how this affects speech perception. The distortion-sensitivity model is used: The effect of distorted auditory coding of a speech signal is simulated by an artificial distortion, and the sensitivity of speech intelligibility to this artificial distortion is compared for normal-hearing and hearing-impaired listeners. Stimuli (speech plus noise) are wavelet coded using a complex sinusoidal carrier with a Gaussian envelope (1/4 octave bandwidth). Intensity information is distorted by multiplying the modulus of each wavelet coefficient by a random factor. Temporal and spectral information are distorted by randomly shifting the wavelet positions along the temporal or spectral axis, respectively. Measured were (1) detection thresholds for each type of distortion, and (2) speech-reception thresholds for various degrees of distortion. For spectral distortion, hearing-impaired listeners showed increased detection thresholds and were also less sensitive to the distortion with respect to speech perception. For intensity and temporal distortion, this was not observed. Results indicate that a distorted coding of spectral information may be an important factor underlying reduced speech intelligibility for the hearing impaired.     

On enhancement of spectral contrast in speech for hearing-impaired listeners

A digital processing method is described for altering spectral contrast (the difference in amplitude between spectral peaks and valleys) in natural utterances. Speech processed with programs implementing the contrast alteration procedure was presented to listeners with moderate to severe sensorineural hearing loss. The task was a three alternative (/b/,/d/, or /g/) stop consonant identification task for consonants at a fixed location in short nonsense utterances. Overall, tokens with enhanced contrast showed moderate gains in percentage correct stop consonant identification when compared to unaltered tokens. Conversely, reducing spectral contrast generally reduced percent correct stop consonant identification. Contrast alteration effects were inconsistent for utterances containing /d/. The observed contrast effects also interacted with token intelligibility.     

Quantifying the intelligibility of speech in noise for non-native listeners

When listening to languages learned at a later age, speech intelligibility is generally lower than when listening to one's native language. The main purpose of this study is to quantify speech intelligibility in noise for specific populations of non-native listeners, only broadly addressing the underlying perceptual and linguistic processing. An easy method is sought to extend these quantitative findings to other listener populations. Dutch subjects listening to Germans and English speech, ranging from reasonable to excellent proficiency in these languages, were found to require a 1-7 dB better speech-to-noise ratio to obtain 50% sentence intelligibility than native listeners. Also, the psychometric function for sentence recognition in noise was found to be shallower for non-native than for native listeners (worst-case slope around the 50% point of 7.5%/dB, compared to 12.6%/dB for native listeners). Differences between native and non-native speech intelligibility are largely predicted by linguistic entropy estimates as derived from a letter guessing task. Less effective use of context effects (especially semantic redundancy) explains the reduced speech intelligibility for non-native listeners. While measuring speech intelligibility for many different populations of listeners (languages, linguistic experience) may be prohibitively time consuming, obtaining predictions of non-native intelligibility from linguistic entropy may help to extend the results of this study to other listener populations.     

The intelligibility of speech in elementary school classrooms

This is the second of two papers describing the results of acoustical measurements and speech intelligibility tests in elementary school classrooms. The intelligibility tests were performed in 41 classrooms in 12 different schools evenly divided among grades 1, 3, and 6 students (nominally 6, 8, and 11 year olds). Speech intelligibility tests were carried out on classes of students seated at their own desks in their regular classrooms. Mean intelligibility scores were significantly related to signal-to-noise ratios and to the grade of the students. While the results are different than those from some previous laboratory studies that included less realistic conditions, they agree with previous in-classroom experiments. The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children. By combining the speech intelligibility test results with measurements of speech and noise levels during actual teaching situations, estimates of the fraction of students experiencing near-ideal acoustical conditions were made. The results are used as a basis for estimating ideal acoustical criteria for elementary school classrooms.     

A study on the optimal English speech level for Chinese listeners in classrooms

Speech intelligibility in classrooms affects the learning efficiency of students directly, especially for the students who are using a second language. The speech intelligibility value is determined by many factors such as speech level, signal to noise ratio, and reverberation time in the rooms. This paper investigates the contributions of these factors with subjective tests, especially speech level, which is required for designing the optimal gain for sound amplification systems in classrooms. The test material was generated by mixing the convolution output of the English Coordinate Response Measure corpus and the room impulse responses with the background noise. The subjects are all Chinese students who use English as a second language. It is found that the speech intelligibility increases first and then decreases with the increase of speech level, and the optimal English speech level is about 71 dBA in classrooms for Chinese listeners when the signal to noise ratio and the reverberation time keep constant. Finally, a regression equation is proposed to predict the speech intelligibility based on speech level, signal to noise ratio, and reverberation time.     

Spectral integration of speech bands in normal-hearing and hearing-impaired listeners

This investigation examined whether listeners with mild-moderate sensorineural hearing impairment have a deficit in the ability to integrate synchronous spectral information in the perception of speech. In stage 1, the bandwidth of filtered speech centered either on 500 or 2500 Hz was varied adaptively to determine the width required for approximately 15%-25% correct recognition. In stage 2, these criterion bandwidths were presented simultaneously and percent correct performance was determined in fixed block trials. Experiment 1 tested normal-hearing listeners in quiet and in masking noise. The main findings were (1) there was no correlation between the criterion bandwidths at 500 and 2500 Hz; (2) listeners achieved a high percent correct in stage 2 (approximately 80%); and (3) performance in quiet and noise was similar. Experiment 2 tested listeners with mild-moderate sensorineural hearing impairment. The main findings were (1) the impaired listeners showed high variability in stage 1, with some listeners requiring narrower and others requiring wider bandwidths than normal, and (2) hearing-impaired listeners achieved percent correct performance in stage 2 that was comparable to normal. The results indicate that listeners with mild-moderate sensorineural hearing loss do not have an essential deficit in the ability to integrate across-frequency speech information.     

Acceptable range of speech level for both young and aged listeners in reverberant and quiet sound fields

The speech level of verbal information in public spaces should be determined to make it acceptable to as many listeners as possible, while simultaneously maintaining maximum intelligibility and considering the variation in the hearing levels of listeners. In the present study, the universally acceptable range of speech level in reverberant and quiet sound fields for both young listeners with normal hearing and aged listeners with hearing loss due to aging was investigated. Word intelligibility scores and listening difficulty ratings as a function of speech level were obtained by listening tests. The results of the listening tests clarified that (1) the universally acceptable ranges of speech level are from 60 to 70 dBA, from 56 to 61 dBA, from 52 to 67 dBA and from 58 to 63 dBA for the test sound fields with the reverberation times of 0.0, 0.5, 1.0 and 2.0 s, respectively, and (2) there is a speech level that falls within all of the universally acceptable ranges of speech level obtained in the present study; that speech level is around 60 dBA.     

Summation bandwidths at threshold in normal and hearing-impaired listeners

The bandwidths for summation at threshold were measured for subjects with normal hearing and subjects with sensorineural hearing loss. Thresholds in quiet and in the presence of a masking noise were measured for complex stimuli consisting of 1 to 40 pure-tone components spaced 20 Hz apart. The single component condition consisted of a single pure tone at 1100 Hz; additional components were added below this frequency, in a replication of the G?ssler [Acustica 4, 408-414 (1954)] procedure. For the normal subjects, thresholds increased approximately 3 dB per doubling of bandwidth for signal bandwidths exceeding the critical bandwidth. This slope was less for the hearing-impaired subjects. Summation bandwidths, as estimated from two-line fits, were wider for the hearing-impaired than for the normal subjects. These findings provide evidence that hearing-impaired subjects integrate sound energy over a wider-than-normal frequency range for the detection of complex signals. A second experiment used stimuli similar to those of Spiegel [J. Acoust. Soc. Am. 66, 1356-1363 (1979)], and added components both above and below the frequency of the initial component. Using these stimuli, the slope of the threshold increase beyond the critical bandwidth was approximately 1.5 dB per doubling of bandwidth, thus replicating the Spiegel (1979) experiment. It is concluded that the differences between the G?ssler (1954) and Spiegel (1979) studies were due to the different frequency content of the stimuli used in each study. Based upon the present results, it would appear that the slope of threshold increase is dependent upon the direction of signal expansion, and the size of the critical bands into which the signal is expanded.     

Subjective and objective speech intelligibility investigations in primary school classrooms

This work concerns speech intelligibility tests and measurements in three primary schools in Italy, one of which was conducted before and after an acoustical treatment. Speech intelligibility scores (IS) with different reverberation times (RT) and types of noise were obtained using diagnostic rhyme tests on 983 pupils from grades 2-5 (nominally 7-10 year olds), and these scores were then correlated with the Speech Transmission Index (STI). The grade 2 pupils understood fewer words in the lower STI range than the pupils in the higher grades, whereas an IS of ~97% was achieved by all the grades with a STI of 0.9. In the presence of traffic noise, which resulted the most interfering noise, a decrease in RT from 1.6 to 0.4 s determined an IS increase on equal A-weighted speech-to-noise level difference, S/N(A), which varied from 13% to 6%, over the S/N(A) range of -15 to +6 dB, respectively. In the case of babble noise, whose source was located in the middle of the classroom, the same decrease in reverberation time leads to a negligible variation in IS over a similar S/N(A) range.     

The effect of ambient noise on speech intelligibility in classrooms

Intelligibility tests were performed by teachers and pupils in classrooms under a variety of (road traffic) noise conditions. The intelligibility scores are found to deteriorate at (indoor) noise levels exceeding a critical value of — 15 dB with regard to a teacher's long-term (reverberant) speech level. The implications for external noise levels are discussed: typically, an external noise level of 50 dB(A) would imply that the critical indoor level is exceeded for about 20 per cent of teachers.     

Factors affecting masking release for speech in modulated noise for normal-hearing and hearing-impaired listeners

The Speech Reception Threshold for sentences in stationary noise and in several amplitude-modulated noises was measured for 8 normal-hearing listeners, 29 sensorineural hearing-impaired listeners, and 16 normal-hearing listeners with simulated hearing loss. This approach makes it possible to determine whether the reduced benefit from masker modulations, as often observed for hearing-impaired listeners, is due to a loss of signal audibility, or due to suprathreshold deficits, such as reduced spectral and temporal resolution, which were measured in four separate psychophysical tasks. Results show that the reduced masking release can only partly be accounted for by reduced audibility, and that, when considering suprathreshold deficits, the normal effects associated with a raised presentation level should be taken into account. In this perspective, reduced spectral resolution does not appear to qualify as an actual suprathreshold deficit, while reduced temporal resolution does. Temporal resolution and age are shown to be the main factors governing masking release for speech in modulated noise, accounting for more than half of the intersubject variance. Their influence appears to be related to the processing of mainly the higher stimulus frequencies. Results based on calculations of the Speech Intelligibility Index in modulated noise confirm these conclusions.