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Perceptual effects of formant enhancement with the factors of phonetic type, listening conditions and language experience of listeners
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Abstract:
The second formant (F2) enhancement is a technique that aims to improve speech perception in adverse noise by amplifying the F2 of speech signals. The current study aimed to investigate whether F2 enhancement would improve speech identification with the factors of phonetic type (e.g., vowel and consonant), listening conditions (e.g., speech and nonspeech noise at moderately and very challenging SNRs), and language experience of listeners (e.g., native and nonnative listeners), if any, whether the amount of perceptual benefit was dependent on these factors. Two groups of participants, English native and nonnative listeners, were recruited in this study. Identification of English vowels and consonants with and without F2 enhancement were measured in quiet, long-term speech shaped noise (LTSSN) and six-talker babble (6-TB) at the signal-to-noise ratios (SNRs) of -10 dB and -15 dB. Overall, significant improvements from F2 enhancement were found in both vowel and consonant identification for both native and nonnative listeners in various listening conditions. Furthermore, greater improvement was found at the SNR of -15 dB than at the SNR of -10 dB, as well as for nonnative listeners than native listeners in vowel identification. Meanwhile, the amount of benefit was generally comparable speech and nonspeech noise. These results indicate that F2 enhancement could improve phonetic identification in noise for native and nonnative listeners, showing a potential as a speech enhancement algorithm in challenging noise. ; Communication Sciences and Disorders
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Keyword:
Language experience; Listening conditions; Phonetic type; Speech enhancement
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URL: https://doi.org/10.26153/tsw/15503 https://hdl.handle.net/2152/88569
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82 |
Real Pandemic: Institutional Neglect
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Empathy Mapping: Bridging cultural and linguistic divides in international online education
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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85 |
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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86 |
On the Juridical Relevance of the Phenomenological Notion of Person in Max Scheler and Edith Stein
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87 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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88 |
Learn, Try, Repeat: Experiential Learning in Adult Second Language Acquisition of Spanish in Higher Education
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: how bilingual language experience contributes to cognitive performance by reducing mixing and switching costs
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90 |
Cross-Domain Polarity Models to Evaluate User eXperience in E-learning
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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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“THANK YOU, IT REALLY MAKES MY DAY”: COMPLIMENT RESPONSES REVISITED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 321-331 (2021) (2021)
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Expériences migratoires de jeunes Ouest-Africains en France
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In: Voix Plurielles; Vol. 18 No. 1 (2021); 16-33 ; 1925-0614 (2021)
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94 |
Exploration of the Hollowness of the Modern Men in T.S. Eliot’s “The Hollow Men” (1925): An Analytical Approach
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 51-55 ; 1923-1563 ; 1923-1555 (2021)
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Adult English Language Learner Pathway to Literacy Initiative: Getting Learners to the Starting Line
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 51-74 ; 2373-8936 (2021)
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Motivation And The Young Writer: Reimagining John Dewey's Theory Of Experience
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In: Open Access Theses & Dissertations (2021)
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The Rhetorical Mediator: Understanding Agency In Indigenous Translation And Interpretation Through Indigenous Approaches To Ux
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In: Open Access Theses & Dissertations (2021)
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¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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The Role of Translation in Multilingual User Experience
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In: Open Access Theses & Dissertations (2021)
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REASON, EXPERIENCE, AND LANGUAGE TO ACQUIRE KNOWLEDGE (IN WESTERN AND ISLAMIC PERSPECTIVES)
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In: LiNGUA: Jurnal Ilmu Bahasa dan Sastra; Vol 16, No 1 (2021): LiNGUA; 13 - 24 ; 2442-3823 ; 1693-4725 (2021)
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