Vowel normalization for accent: an investigation of best exemplar locations in northern and southern British English sentences

Two experiments investigated whether listeners change their vowel categorization decisions to adjust to different accents of British English. Listeners from different regions of England gave goodness ratings on synthesized vowels embedded in natural carrier sentences that were spoken with either a northern or southern English accent. A computer minimization algorithm adjusted F1, F2, F3, and duration on successive trials according to listeners' goodness ratings, until the best exemplar of each vowel was found. The results demonstrated that most listeners adjusted their vowel categorization decisions based on the accent of the carrier sentence. The patterns of perceptual normalization were affected by individual differences in language background (e.g., whether the individuals grew up in the north or south of England), and were linked to the changes in production that speakers typically make due to sociolinguistic factors when living in multidialectal environments.     

Native Italian speakers' perception and production of English vowels

This study examined the production and perception of English vowels by highly experienced native Italian speakers of English. The subjects were selected on the basis of the age at which they arrived in Canada and began to learn English, and how much they continued to use Italian. Vowel production accuracy was assessed through an intelligibility test in which native English-speaking listeners attempted to identify vowels spoken by the native Italian subjects. Vowel perception was assessed using a categorial discrimination test. The later in life the native Italian subjects began to learn English, the less accurately they produced and perceived English vowels. Neither of two groups of early Italian/English bilinguals differed significantly from native speakers of English either for production or perception. This finding is consistent with the hypothesis of the speech learning model [Flege, in Speech Perception and Linguistic Experience: Theoretical and Methodological Issues (York, Timonium, MD, 1995)] that early bilinguals establish new categories for vowels found in the second language (L2). The significant correlation observed to exist between the measures of L2 vowel production and perception is consistent with another hypothesis of the speech learning model, viz., that the accuracy with which L2 vowels are produced is limited by how accurately they are perceived.     

Contribution of consonant versus vowel information to sentence intelligibility for young normal-hearing and elderly hearing-impaired listeners

The purpose of this study was to examine the contribution of information provided by vowels versus consonants to sentence intelligibility in young normal-hearing (YNH) and typical elderly hearing-impaired (EHI) listeners. Sentences were presented in three conditions, unaltered or with either the vowels or the consonants replaced with speech shaped noise. Sentences from male and female talkers in the TIMIT database were selected. Baseline performance was established at a 70 dB SPL level using YNH listeners. Subsequently EHI and YNH participants listened at 95 dB SPL. Participants listened to each sentence twice and were asked to repeat the entire sentence after each presentation. Words were scored correct if identified exactly. Average performance for unaltered sentences was greater than 94%. Overall, EHI listeners performed more poorly than YNH listeners. However, vowel-only sentences were always significantly more intelligible than consonant-only sentences, usually by a ratio of 2:1 across groups. In contrast to written English or words spoken in isolation, these results demonstrated that for spoken sentences, vowels carry more information about sentence intelligibility than consonants for both young normal-hearing and elderly hearing-impaired listeners.     

Vowel Intelligibility in Classical Singing

Vowel intelligibility during singing is an important aspect of communication during performance. The intelligibility of isolated vowels sung by Western classically trained singers has been found to be relatively low, in fact, decreasing as pitch rises, and it is lower for women than for men. The lack of contextual cues significantly deteriorates vowel intelligibility. It was postulated in this study that the reduced intelligibility of isolated sung vowels may be partly from the vowels used by the singers in their daily vocalises. More specifically, if classically trained singers sang only a few American English vowels during their vocalises, their intelligibility for American English vowels would be less than for those classically trained singers who usually vocalize on most American English vowels. In this study, there were 21 subjects (15 women, 6 men), all Western classically trained performers as well as teachers of classical singing. They sang 11 words containing 11 different American English vowels, singing on two pitches a musical fifth apart. Subjects were divided into two groups, those who normally vocalize on 4, 5, or 6 vowels, and those who sing all 11 vowels during their daily vocalises. The sung words were cropped to isolate the vowels, and listening tapes were created. Two listening groups, four singing teachers and five speech-language pathologists, were asked to identify the vowels intended by the singers. Results suggest that singing fewer vowels during daily vocalises does not decrease intelligibility compared with singing the 11 American English vowels. Also, in general, vowel intelligibility was lower with the higher pitch, and vowels sung by the women were less intelligible than those sung by the men. Identification accuracy was about the same for the singing teacher listeners and the speech-language pathologist listeners except for the lower pitch, where the singing teachers were more accurate.     

The influence of talker differences on vowel identification by normal-hearing and hearing-impaired listeners.

Vowel identification was tested in quiet, noise, and reverberation with 20 normal-hearing subjects and 20 hearing-impaired subjects. Stimuli were 15 English vowels spoken in a /b-t/context by six male talkers. Each talker produced five tokens of each vowel. In quiet, all stimuli were identified by two judges as the intended targets. The stimuli were degraded by reverberation or speech-spectrum noise. Vowel identification scores depended upon talker, listening condition, and subject type. The relationship between identification errors and spectral details of the vowels is discussed.     

Speech segment durations and quantity in Icelandic.

Icelandic has a phonologic contrast of quantity, distinguishing long and short vowels and consonants. Perceptual studies have shown that a major cue for quantity in perception is relational, involving the vowel-to-rhyme ratio. This cue is approximately invariant under transformations of rate, thus yielding a higher-order invariant for the perception of quantity in Icelandic. Recently it has, however, been shown that vowel spectra can also influence the perception of quantity. This holds for vowels which have different spectra in their long and short varieties. This finding raises the question of whether the durational contrast is less well articulated in those cases where vowel spectra provide another cue for quantity. To test this possibility, production measurements were carried out on vowels and consonants in words which were spoken by a number of speakers at different utterance rates in two experiments. A simple neural network was then trained on the production measurements. Using the network to classify the training stimuli shows that the durational distinctions between long and short phonemes are as clearly articulated whether or not there is a secondary, spectral, cue to quantity.     

Recognition of accented English in quiet and noise by younger and older listeners

This study investigated the effects of age and hearing loss on perception of accented speech presented in quiet and noise. The relative importance of alterations in phonetic segments vs. temporal patterns in a carrier phrase with accented speech also was examined. English sentences recorded by a native English speaker and a native Spanish speaker, together with hybrid sentences that varied the native language of the speaker of the carrier phrase and the final target word of the sentence were presented to younger and older listeners with normal hearing and older listeners with hearing loss in quiet and noise. Effects of age and hearing loss were observed in both listening environments, but varied with speaker accent. All groups exhibited lower recognition performance for the final target word spoken by the accented speaker compared to that spoken by the native speaker, indicating that alterations in segmental cues due to accent play a prominent role in intelligibility. Effects of the carrier phrase were minimal. The findings indicate that recognition of accented speech, especially in noise, is a particularly challenging communication task for older people.     

Perceptual invariance of coarticulated vowels over variations in speaking rate

This study examined the perception and acoustics of a large corpus of vowels spoken in consonant-vowel-consonant syllables produced in citation-form (lists) and spoken in sentences at normal and rapid rates by a female adult. Listeners correctly categorized the speaking rate of sentence materials as normal or rapid (2% errors) but did not accurately classify the speaking rate of the syllables when they were excised from the sentences (25% errors). In contrast, listeners accurately identified the vowels produced in sentences spoken at both rates when presented the sentences and when presented the excised syllables blocked by speaking rate or randomized. Acoustical analysis showed that formant frequencies at syllable midpoint for vowels in sentence materials showed "target undershoot" relative to citation-form values, but little change over speech rate. Syllable durations varied systematically with vowel identity, speaking rate, and voicing of final consonant. Vowel-inherent-spectral-change was invariant in direction of change over rate and context for most vowels. The temporal location of maximum F1 frequency further differentiated spectrally adjacent lax and tense vowels. It was concluded that listeners were able to utilize these rate- and context-independent dynamic spectrotemporal parameters to identify coarticulated vowels, even when sentential information about speaking rate was not available.     

Learning English vowels with different first-language vowel systems: perception of formant targets, formant movement, and duration

This study examined whether individuals with a wide range of first-language vowel systems (Spanish, French, German, and Norwegian) differ fundamentally in the cues that they use when they learn the English vowel system (e.g., formant movement and duration). All subjects: (1) identified natural English vowels in quiet; (2) identified English vowels in noise that had been signal processed to flatten formant movement or equate duration; (3) perceptually mapped best exemplars for first- and second-language synthetic vowels in a five-dimensional vowel space that included formant movement and duration; and (4) rated how natural English vowels assimilated into their L1 vowel categories. The results demonstrated that individuals with larger and more complex first-language vowel systems (German and Norwegian) were more accurate at recognizing English vowels than were individuals with smaller first-language systems (Spanish and French). However, there were no fundamental differences in what these individuals learned. That is, all groups used formant movement and duration to recognize English vowels, and learned new aspects of the English vowel system rather than simply assimilating vowels into existing first-language categories. The results suggest that there is a surprising degree of uniformity in the ways that individuals with different language backgrounds perceive second language vowels.     

Identification of vowels in quiet, noise, and reverberation: relationships with age and hearing loss

Vowel identification in quiet, noise, and reverberation was tested with 40 subjects who varied in age and hearing level. Stimuli were 15 English vowels spoken in a (b-t) context in a carrier sentence, which were degraded by reverberation or noise (a babble of 12 voices). Vowel identification scores were correlated with various measures of hearing loss and with age. The mean of four hearing levels at 0.5, 1, 2, and 4 kHz, termed HTL4, produced the highest correlation coefficients in all three listening conditions. The correlation with age was smaller than with HTL4 and significant only for the degraded vowels. Further analyses were performed for subjects assigned to four groups on the basis of the amount of hearing loss. In noise, performance of all four groups was significantly different, whereas, in both quiet and reverberation, only the group with the greatest hearing loss performed differently from the other groups. The relationship among hearing loss, age, and number and type of errors is discussed in light of acoustic cues available for vowel identification.     

Talker and listener effects on degree of perceived foreign accent.

Four experiments were carried out to examine listener- and talker-related factors that may influence degree of perceived foreign accent. In each, native English listeners rated English sentences for degree of accent. It was found that degree of accent is influenced by range effects. The larger the proportion of native (or near-native) speakers included in a set of sentences being evaluated, the more strongly accented listeners judged sentences spoken by non-native speakers to be. Foreign accent ratings were not stable. Listeners judged a set of non-native-produced sentences to be more strongly accented after, as compared to before, they became familiar with those sentences. One talker-related effect noted in the study was the finding that adults' pronunciation of an L2 may improve over time. Late L2 learners who had lived in the United States for an average of 14.3 years received significantly higher scores than late learners who had resided in the United States for 0.7 years. Another talker-related effect pertained to the age of L2 learning (AOL). Native Spanish subjects with an AOL of five to six years were not found to have an accent (i.e., to receive significantly lower scores than native English speakers), whereas native Chinese subjects with an average AOL of 7.6 years did have a measurable accent. The paper concludes with the presentation of several hypotheses concerning the relationship between AOL and degree of foreign accent.     

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.     

Age of learning affects the authenticity of voice-onset time (VOT) in stop consonants produced in a second language

This study examined whether Spanish-English bilinguals are able to fully differentiate Spanish and English /t/ according to voice-onset time (VOT) if they learn English as a second language (L2) in early childhood. In experiment 1, VOT was measured in Spanish words spoken by Spanish monolinguals, in English words spoken by English monolinguals, and in Spanish and English words spoken by bilinguals who learned English either as young children or as adults. As expected, the Spanish monolinguals produced /t/ with considerably shorter VOT values than the English monolinguals. Also as expected, the late L2 learners produced English /t/ with "compromise" VOT values that were intermediate to the short-lag values observed for Spanish monolinguals and the long-lag values observed for English monolinguals. The early learners' VOT values for English /t/, on the other hand, did not differ from English monolinguals' VOT. The same pattern of results was obtained for stops in utterance-medial position and in absolute utterance-initial position. The results of experiment 1 were replicated in experiment 2, where bilingual subjects were required to produce Spanish and English utterances (sentences, phrases, words) in alteration. The results are interpreted to mean that individuals who learn an L2 in early childhood, but not those who learn an L2 later in life, are able to establish phonetic categories for sounds in the L2 that differ acoustically from corresponding sounds in the native language. It is hypothesized that the late L2 learners produced /t/ with slightly longer VOT values in English than Spanish by applying different realization rules to a single phonetic category.     

Across-talker effects on non-native listeners' vowel perception in noise

This study explored how across-talker differences influence non-native vowel perception. American English (AE) and Korean listeners were presented with recordings of 10 AE vowels in /bVd/ context. The stimuli were mixed with noise and presented for identification in a 10-alternative forced-choice task. The two listener groups heard recordings of the vowels produced by 10 talkers at three signal-to-noise ratios. Overall the AE listeners identified the vowels 22% more accurately than the Korean listeners. There was a wide range of identification accuracy scores across talkers for both AE and Korean listeners. At each signal-to-noise ratio, the across-talker intelligibility scores were highly correlated for AE and Korean listeners. Acoustic analysis was conducted for 2 vowel pairs that exhibited variable accuracy across talkers for Korean listeners but high identification accuracy for AE listeners. Results demonstrated that Korean listeners' error patterns for these four vowels were strongly influenced by variability in vowel production that was within the normal range for AE talkers. These results suggest that non-native listeners are strongly influenced by across-talker variability perhaps because of the difficulty they have forming native-like vowel categories.     

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.     

Second-language experience and speech-in-noise recognition: effects of talker-listener accent similarity

Previous work has shown that the intelligibility of speech in noise is degraded if the speaker and listener differ in accent, in particular when there is a disparity between native (L1) and nonnative (L2) accents. This study investigated how this talker-listener interaction is modulated by L2 experience and accent similarity. L1 Southern British English, L1 French listeners with varying L2 English experience, and French-English bilinguals were tested on the recognition of English sentences mixed in speech-shaped noise that was spoken with a range of accents (French, Korean, Northern Irish, and Southern British English). The results demonstrated clear interactions of accent and experience, with the least experienced French speakers being most accurate with French-accented English, but more experienced listeners being most accurate with L1 Southern British English accents. An acoustic similarity metric was applied to the speech productions of the talkers and the listeners, and significant correlations were obtained between accent similarity and sentence intelligibility for pairs of individuals. Overall, the results suggest that L2 experience affects talker-listener accent interactions, altering both the intelligibility of different accents and the selectivity of accent processing.     

Time-varying spectral change in the vowels of children and adults

Recent studies have shown that time-varying changes in formant pattern contribute to the phonetic specification of vowels. This variation could be especially important in children's vowels, because children have higher fundamental frequencies (f0's) than adults, and formant-frequency estimation is generally less reliable when f0 is high. To investigate the contribution of time-varying changes in formant pattern to the identification of children's vowels, three experiments were carried out with natural and synthesized versions of 12 American English vowels spoken by children (ages 7, 5, and 3 years) as well as adult males and females. Experiment 1 showed that (i) vowels generated with a cascade formant synthesizer (with hand-tracked formants) were less accurately identified than natural versions; and (ii) vowels synthesized with steady-state formant frequencies were harder to identify than those which preserved the natural variation in formant pattern over time. The decline in intelligibility was similar across talker groups, and there was no evidence that formant movement plays a greater role in children's vowels compared to adults. Experiment 2 replicated these findings using a semi-automatic formant-tracking algorithm. Experiment 3 showed that the effects of formant movement were the same for vowels synthesized with noise excitation (as in whispered speech) and pulsed excitation (as in voiced speech), although, on average, the whispered vowels were less accurately identified than their voiced counterparts. Taken together, the results indicate that the cues provided by changes in the formant frequencies over time contribute materially to the intelligibility of vowels produced by children and adults, but these time-varying formant frequency cues do not interact with properties of the voicing source.     

Categorical dependence of vowel detection in long-term speech-shaped noise

The goal of this study was to measure detection thresholds for 12 isolated American English vowels naturally spoken by three male and three female talkers for young normal-hearing listeners in the presence of a long-term speech-shaped (LTSS) noise, which was presented at 70 dB sound pressure level. The vowel duration was equalized to 170 ms and the spectrum of the LTSS noise was identical to the long-term average spectrum of 12-talker babble. Given the same duration, detection thresholds for vowels differed by 19 dB across the 72 vowels. Thresholds for vowel detection showed a roughly U-shaped pattern as a function of the vowel category across talkers with lowest thresholds at /i/ and /ae/ vowels and highest thresholds at /u/ vowel in general. Both vowel category and talker had a significant effect on vowel detectability. Detection thresholds predicted from three excitation pattern metrics by using a simulation model were well matched with thresholds obtained from human listeners, suggesting that listeners could use a constant metric in the excitation pattern of the vowel to detect the signal in noise independent of the vowel category and talker. Application of the simulation model to predict thresholds of vowel detection in noise was also discussed.     

Spanish listeners' perception of American and Southern British English vowels

L2 studies demonstrate that learners differ in their speech perception patterns. Recent explanations attribute this variation to the different initial stages with which learners start their L2 development. Spanish listeners' categorization of Standard Southern British English and American English vowels is compared. The results show that, on the basis of steady-state F1 and F2 values, listeners classify the vowels of these two English varieties differently. This finding suggests that the dialect to which learners are exposed determines their initial stage for L2 perception and the tasks they need to perform to successfully acquire a new sound system.