Investigation of Chinese word recognition scores of children in primary school classroom with different speech sound pressure levels

Chinese word recognition (CWR) test was conducted by grades 3 and 5 children under the different conditions of reverberation time (RT), background noise level (BNL) and speech sound pressure level (SSPL) in three primary-school classrooms. The CWR scores and signal to noise ratios (SNRs) have been obtained at listening positions. Results show that the CWR score for grades 3 and 5 children increases with increase of SSPL, decrease of RT or increase of age, but it decreases with increase of BNL under the same conditions. For a mixed noise of 56 dBA (speech-spectrum-like noise and ambient noise), the CWR scores in the classroom for grades 3 and 5 children reach a peak at SNR of 15–20 dBA under the same RT and age of children condition. For the natural ambient noise, the CWR score for grades 3 and 5 children gradually increases with increase of the SNR. The high SSPL could not guarantee good CWR for children in classroom, which also depends on RT and BNL in classroom. When the classroom has long RT or high BNL, the increase of SSPL would not be necessarily to achieve better CWR. The novelty of the present study is to further evaluate and confirm the results under environments of real classrooms (not simulated room in laboratory).     

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.     

Feasibility of subjective speech intelligibility assessment based on auralization

Subjective speech intelligibility can be assessed by speech recorded in an anechoic chamber and then convolved with room impulse responses that can be created by acoustic simulation. The speech intelligibility (SI) assessment based on auralization was validated in three rooms. The articulation scores obtained from simulated sound field were compared with the ones from measured sound field and from direct listening in rooms. Results show that the speech intelligibility prediction based on auralization technique with simulated binaural room impulse responses (BRIRs) is in agreement with reality and results from measured BRIRs. When this technique is used with simulated and measured monaural room impulse responses (MRIRs), the predicted results underestimate the reality. It has been shown that auralization technique with simulated BRIRs is capable of assessing subjective speech intelligibility of listening positions in the room.     

Ray-tracing prediction of optimal conditions for speech in realistic classrooms

Recent papers have discussed the optimal reverberation times in classrooms for speech intelligibility, based on the assumption of a diffuse sound field. Here this question was investigated for more ‘typical’ classrooms with non-diffuse sound fields. A ray-tracing model was modified to predict speech-intelligibility metric U₅₀. It was used to predict U₅₀ in various classroom configurations for various values of the room absorption, allowing the optimal absorption (that predicting the highest U₅₀)—and the corresponding optimal reverberation time—to be identified in each case. The range of absorptions and reverberation times corresponding to high speech intelligibility were also predicted in each case. Optimal reverberation times were also predicted from the optimal surface-absorption coefficients using Sabine and Eyring versions of diffuse-field theory, and using the diffuse-field expression of Hodgson and Nosal. In order to validate the ray-tracing model, predictions were made for three classrooms with highly diffuse sound fields; these were compared to values obtained by the diffuse-field models, with good agreement. The methods were then applied to three ‘typical’ classrooms with non-diffuse fields. Optimal reverberation times increased with room volume and noise level to over 1 s. The accuracy of the Hodgson and Nosal expression varied with classroom size and noise level. The optimal average surface-absorption coefficients varied from 0.19 to 0.83 in the different classroom configurations tested. High speech intelligibility was, in general, predicted for a wide range of coefficients, but could not be obtained in a large, noisy classroom.     

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.     

Perceptual validation of virtual room acoustics: Sound localisation and speech understanding

The reliability of algorithms for room acoustic simulations has often been confirmed on the basis of the verification of predicted room acoustical parameters. This paper presents a complementary perceptual validation procedure consisting of two experiments, respectively dealing with speech intelligibility, and with sound source front–back localisation.The evaluated simulation algorithm, implemented in software ODEON®, is a hybrid method that is based on an image source algorithm for the prediction of early sound reflection and on ray-tracing for the later part, using a stochastic scattering process with secondary sources. The binaural room impulse response (BRIR) is calculated from a simulated room impulse response where information about the arriving time, intensity and spatial direction of each sound reflection is collected and convolved with a measured Head Related Transfer Function (HRTF). The listening stimuli for the speech intelligibility and localisation tests are auralised convolutions of anechoic sound samples with measured and simulated BRIRs.Perception tests were performed with human subjects in two acoustical environments, i.e. an anechoic and reverberant room, by presenting the stimuli to subjects in a natural way, and via headphones by using two non-individualized HRTFs (artificial head and hearing aids placed on the ears of the artificial head) of both a simulated and a real room.Very good correspondence is found between the results obtained with simulated and measured BRIRs, both for speech intelligibility in the presence of noise and for sound source localisation tests. In the anechoic room an increase in speech intelligibility is observed when noise and signal are presented from sources located at different angles. This improvement is not so evident in the reverberant room, with the sound sources at 1-m distance from the listener. Interestingly, the performance of people for front–back localisation is better in the reverberant room than in the anechoic room.The correlation between people’s ability for sound source localisation on one hand, and their ability for recognition of binaurally received speech in reverberation on the other hand, is found to be weak.     

Reverberation time and maximum background-noise level for classrooms from a comparative study of speech intelligibility metrics

Speech intelligibility metrics that take into account sound reflections in the room and the background noise have been compared, assuming diffuse sound field. Under this assumption, sound decays exponentially with a decay constant inversely proportional to reverberation time. Analytical formulas were obtained for each speech intelligibility metric providing a common basis for comparison. These formulas were applied to three sizes of rectangular classrooms. The sound source was the human voice without amplification, and background noise was taken into account by a noise-to-signal ratio. Correlations between the metrics and speech intelligibility are presented and applied to the classrooms under study. Relationships between some speech intelligibility metrics were also established. For each noise-to-signal ratio, the value of each speech intelligibility metric is maximized for a specific reverberation time. For quiet classrooms, the reverberation time that maximizes these speech intelligibility metrics is between 0.1 and 0.3 s. Speech intelligibility of 100% is possible with reverberation times up to 0.4-0.5 s and this is the recommended range. The study suggests "ideal" and "acceptable" maximum background-noise level for classrooms of 25 and 20 dB, respectively, below the voice level at 1 m in front of the talker.     

Ceiling baffles and reflectors for controlling lecture-room sound for speech intelligibility

Reinforcing speech levels and controlling noise and reverberation are the ultimate acoustical goals of lecture-room design to achieve high speech intelligibility. The effects of sound absorption on these factors have opposite consequences for speech intelligibility. Here, novel ceiling baffles and reflectors were evaluated as a sound-control measure, using computer and 1/8-scale models of a lecture room with hard surfaces and excessive reverberation. Parallel ceiling baffles running front to back were investigated. They were expected to absorb reverberation incident on the ceiling from many angles, while leaving speech signals, reflecting from the ceiling to the back of the room, unaffected. Various baffle spacings and absorptions, central and side speaker positions, and receiver positions throughout the room, were considered. Reflective baffles controlled reverberation, with a minimum decrease of sound levels. Absorptive baffles reduced reverberation, but reduced speech levels significantly. Ceiling reflectors, in the form of obstacles of semicircular cross section, suspended below the ceiling, were also tested. These were either 7 m long and in parallel, front-to-back lines, or 0.8 m long and randomly distributed, with flat side up or down, and reflective or absorptive top surfaces. The long reflectors with flat side down and no absorption were somewhat effective; the other configurations were not.     

Binaural intelligibility prediction based on the speech transmission index

Although the speech transmission index (STI) is a well-accepted and standardized method for objective prediction of speech intelligibility in a wide range of environments and applications, it is essentially a monaural model. Advantages of binaural hearing in speech intelligibility are disregarded. In specific conditions, this leads to considerable mismatches between subjective intelligibility and the STI. A binaural version of the STI was developed based on interaural cross correlograms, which shows a considerably improved correspondence with subjective intelligibility in dichotic listening conditions. The new binaural STI is designed to be a relatively simple model, which adds only few parameters to the original standardized STI and changes none of the existing model parameters. For monaural conditions, the outcome is identical to the standardized STI. The new model was validated on a set of 39 dichotic listening conditions, featuring anechoic, classroom, listening room, and strongly echoic environments. For these 39 conditions, speech intelligibility [consonant-vowel-consonant (CVC) word score] and binaural STI were measured. On the basis of these conditions, the relation between binaural STI and CVC word scores closely matches the STI reference curve (standardized relation between STI and CVC word score) for monaural listening. A better-ear STI appears to perform quite well in relation to the binaural STI model; the monaural STI performs poorly in these cases.     

Logatom corpus for the assessment of the intelligibility in Spanish speaking environments and its relation with STI measurements

A 1000 consonant–vowel–consonant structure logatoms corpus (CVC-structure), grouped in 10 phonetically equally balanced lists of 100 words each, was developed to satisfy the need of subjective assessment of speech intelligibility in American Spanish speaking environments. This corpus was tested and correlated with the Speech Transmission Index (STI) measurements to compare its articulation intelligibility score with other lists’ scores.Through the development of this work it was determined that in two different acoustically poor rooms that have the same STI (with STI < 0.50), the intelligibility score is lower when the articulation test is performed in a quiet room with high reverberation time than when it is performed in a very noisy room with low reverberation time. The final correlation curve of the American Spanish CVC-structure corpus was around 10% points higher than the CVC_EQB curve obtained by Steeneken and Houtgast in 2002.     

Fast estimation of speech transmission index using the reverberation time

The paper presents the function of STI in the domain of reverberation time. Through the application of the said function, we can quickly estimate the speech transmission index, knowing only the time of room reverberation. For that purpose we applied a known method which consists in physical estimation of speech intelligibility basing on the modulation transfer function (MTF) determined in a room. Then, the STI was described using a logarithmic function whereof argument was the room reverberation time. To verify the model, reverberation times of six rooms were measured. The selected rooms were very different deliberately. They had different cubature and shape. The selection included a small cuboid, lecture halls and a church. Then, the same rooms were modeled in the ODEON version 11.23 and their reverberation times were determined. Furthermore, the STI was determined in the ODEON and then compared with the reverberation time obtained in effect of fast estimation. The statistical verification with the use of correlation index and regression equation has demonstrated that the fast estimation yields results close to those obtained in the computer simulation in ODEON. We obtained the correlation index at the level close to 1. Furthermore, the test probability at the level lower than 0.05 bespeaks of a statistically significant linear relation for the confidence level of 95%.     

Intelligibility of average talkers in typical listening environments

Intelligibility of conversationally produced speech for normal hearing listeners was studied for three male and three female talkers. Four typical listening environments were used. These simulated a quiet living room, a classroom, and social events in two settings with different reverberation characteristics. For each talker, overall intelligibility and intelligibility for vowels, consonant voicing, consonant continuance, and consonant place were quantified using the speech pattern contrast (SPAC) test. Results indicated that significant intelligibility differences are observed among normal talkers even in listening environments that permit essentially full intelligibility for everyday conversations. On the whole, talkers maintained their relative intelligibility across the four environments, although there was one exception which suggested that some voices may be particularly susceptible to degradation due to reverberation. Consonant place was the most poorly perceived feature, followed by continuance, voicing, and vowel intelligibility. However, there were numerous significant interactions between talkers and speech features, indicating that a talker of average overall intelligibility may produce certain speech features with intelligibility that is considerably higher or lower than average. Neither long-term rms speech spectrum nor articulation rate was found to be an adequate single criterion for selecting a talker of average intelligibility. Ultimately, an average talker was chosen on the basis of four speech contrasts: initial consonant place, and final consonant place, voicing, and continuance.     

Improving speech intelligibility in classrooms through the mirror image model

Optimal classroom acoustical design can directly enhance students’ learning efficiency. Effective acoustical designs are important and necessary to achieve a high degree of speech intelligibility for listeners. A speech intelligibility metric, U₅₀, at different receiver positions in a classroom of 10 m × 8 m × 6 m was obtained by numerical simulations based on the mirror image model, with and without the uniform surface absorption coefficient. Comparisons show that increasing the absorption coefficient at the back wall can increase the speech intelligibility metric U₅₀ to the largest extent in the classroom. A numerical case study was then conducted in a typical classroom of 10 m × 10 m × 3.5 m, and the speech intelligibility was assessed through a third-order polynomial of Wonyoung and Murray [Wonyoung Y, Murray H. Auralization study of optimal reverberation times for speech intelligibility for normal and hearing-impaired listeners in classrooms with diffuse sound field. J Acoust Soc Am 2006;120(2):801-7].     

Evaluating airborne sound insulation in terms of speech intelligibility

This paper reports on an evaluation of ratings of the sound insulation of simulated walls in terms of the intelligibility of speech transmitted through the walls. Subjects listened to speech modified to simulate transmission through 20 different walls with a wide range of sound insulation ratings, with constant ambient noise. The subjects' mean speech intelligibility scores were compared with various physical measures to test the success of the measures as sound insulation ratings. The standard Sound Transmission Class (STC) and Weighted Sound Reduction Index ratings were only moderately successful predictors of intelligibility scores, and eliminating the 8 dB rule from STC led to very modest improvements. Various previously established speech intelligibility measures (e.g., Articulation Index or Speech Intelligibility Index) and measures derived from them, such as the Articulation Class, were all relatively strongly related to speech intelligibility scores. In general, measures that involved arithmetic averages or summations of decibel values over frequency bands important for speech were most strongly related to intelligibility scores. The two most accurate predictors of the intelligibility of transmitted speech were an arithmetic average transmission loss over the frequencies from 200 to 2.5 kHz and the addition of a new spectrum weighting term to R(w) that included frequencies from 400 to 2.5 kHz.     

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.     

Comparing the effects of reverberation and of noise on speech recognition in simulated electric-acoustic listening

Cochlear implant users report difficulty understanding speech in both noisy and reverberant environments. Electric-acoustic stimulation (EAS) is known to improve speech intelligibility in noise. However, little is known about the potential benefits of EAS in reverberation, or about how such benefits relate to those observed in noise. The present study used EAS simulations to examine these questions. Sentences were convolved with impulse responses from a model of a room whose estimated reverberation times were varied from 0 to 1 sec. These reverberated stimuli were then vocoded to simulate electric stimulation, or presented as a combination of vocoder plus low-pass filtered speech to simulate EAS. Monaural sentence recognition scores were measured in two conditions: reverberated speech and speech in a reverberated noise. The long-term spectrum and amplitude modulations of the noise were equated to the reverberant energy, allowing a comparison of the effects of the interferer (speech vs noise). Results indicate that, at least in simulation, (1) EAS provides significant benefit in reverberation; (2) the benefits of EAS in reverberation may be underestimated by those in a comparable noise; and (3) the EAS benefit in reverberation likely arises from partially preserved cues in this background accessible via the low-frequency acoustic component.     

On the importance of early reflections for speech in rooms

This paper presents the results of new studies based on speech intelligibility tests in simulated sound fields and analyses of impulse response measurements in rooms used for speech communication. The speech intelligibility test results confirm the importance of early reflections for achieving good conditions for speech in rooms. The addition of early reflections increased the effective signal-to-noise ratio and related speech intelligibility scores for both impaired and nonimpaired listeners. The new results also show that for common conditions where the direct sound is reduced, it is only possible to understand speech because of the presence of early reflections. Analyses of measured impulse responses in rooms intended for speech show that early reflections can increase the effective signal-to-noise ratio by up to 9 dB. A room acoustics computer model is used to demonstrate that the relative importance of early reflections can be influenced by the room acoustics design.     

Prediction of the influence of reverberation on binaural speech intelligibility in noise and in quiet

Reverberation usually degrades speech intelligibility for spatially separated speech and noise sources since spatial unmasking is reduced and late reflections decrease the fidelity of the received speech signal. The latter effect could not satisfactorily be predicted by a recently presented binaural speech intelligibility model [Beutelmann et al. (2010). J. Acoust. Soc. Am. 127, 2479-2497]. This study therefore evaluated three extensions of the model to improve its predictions: (1) an extension of the speech intelligibility index based on modulation transfer functions, (2) a correction factor based on the room acoustical quantity "definition," and (3) a separation of the speech signal into useful and detrimental parts. The predictions were compared to results of two experiments in which speech reception thresholds were measured in a reverberant room in quiet and in the presence of a noise source for listeners with normal hearing. All extensions yielded better predictions than the original model when the influence of reverberation was strong, while predictions were similar for conditions with less reverberation. Although model (3) differed substantially in the assumed interaction of binaural processing and early reflections, its predictions were very similar to model (2) that achieved the best fit to the data.     

Speech dereverberation method based on spectral subtraction and spectral line enhancement

Speech signals recorded with a distant microphone usually are interfered by the spatial reverberation in the room, which severely degrades the clarity and intelligibility of speech. A speech dereverberation method based on spectral subtraction and spectral line enhancement is proposed in this paper. Following the generalized statistical reverberation model, the power spectrum of late reverberation is estimated and removed from the reverberation speech by the spectral subtraction method. Then, according to the human auditory model, a spectral line enhancement technique based on adaptive post-filtering is adopted to further eliminate the reverberant components between adjacent speech formants. The proposed method can effectively suppress the spatial reverberation and improve the auditory perception of speech. The subjective and objective evaluation results reveal that the perceptual quality of speech is greatly improved by the proposed method.     

Binaural prediction of speech intelligibility in reverberant rooms with multiple noise sources

When speech is in competition with interfering sources in rooms, monaural indicators of intelligibility fail to take account of the listener's abilities to separate target speech from interfering sounds using the binaural system. In order to incorporate these segregation abilities and their susceptibility to reverberation, Lavandier and Culling [J. Acoust. Soc. Am. 127, 387-399 (2010)] proposed a model which combines effects of better-ear listening and binaural unmasking. A computationally efficient version of this model is evaluated here under more realistic conditions that include head shadow, multiple stationary noise sources, and real-room acoustics. Three experiments are presented in which speech reception thresholds were measured in the presence of one to three interferers using real-room listening over headphones, simulated by convolving anechoic stimuli with binaural room impulse-responses measured with dummy-head transducers in five rooms. Without fitting any parameter of the model, there was close correspondence between measured and predicted differences in threshold across all tested conditions. The model's components of better-ear listening and binaural unmasking were validated both in isolation and in combination. The computational efficiency of this prediction method allows the generation of complex "intelligibility maps" from room designs.