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Does high talker variability improve the learning of non-native phoneme contrasts? A replication ...
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2019: Sinkeviciute, Brown, Brekelmans, & Wonnacott. Input variability and learner age in L2 vocabulary learning. ...
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Look who's talking: A comparison of automated and human-generated speaker tags in naturalistic day-long recordings.
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VariaNTS corpus: A spoken Dutch corpus containing talker and linguistic variability ...
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VariaNTS corpus: A spoken Dutch corpus containing talker and linguistic variability ...
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When variability matters in second language word learning: talker variability and task type effects ...
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Learning to identify emotional voices
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Abstract:
Recognizing people by the sound of their voice is an important social skill. What listeners hear as a talker's “voice” is a highly variable signal, the acoustic features of which can change dramatically depending on situational factors such as a talker's emotional state when speaking or the linguistic content of an utterance. A challenge for listeners in talker identification is to maintain perceptual constancy of talker identity across different situations. We investigated listeners’ ability to learn to identify voices from emotional speech and generalize their knowledge of talker identity to new emotional contexts. Listeners learned to identify voices from utterances spoken with neutral, angry, or fearful vocal affects and were then tested on their ability to identify those voices from both trained and untrained affects. Listeners learned talker identity equally well regardless of which emotion was expressed during training. However, in all cases, changing the vocal affect of the speech at test resulted in a significant decrement in talker identification accuracy. These results elucidate how emotional variability impacts social auditory perception: The phonetic changes to speech resulting from the vocal expression of emotion can obscure the correspondence between speech acoustics and talker identity expected by listeners. ; This work was supported by grants from the National Science Foundation (USA) (BCS-1125144), the National Institutes of Health (USA) (R01DC008333), the University Grants Committee (HKSAR) (RGC/GRF) (14117514) and the Global Parent Child Resource Centre Limited awarded to P.W., and by an NSF Graduate Research Fellowship and NIH grant R03DC014045 to T.P.
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Keyword:
Affect; Affect display; Emotion; Generalization; Phonetic variability; Talker identification; Voice recognition
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URL: https://hdl.handle.net/2144/23700
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Processing Speaker Variability in Spoken Word Recognition: Evidence from Mandarin Chinese
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455092009666 (2017)
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Context effects on second-language learning of tonal contrasts.
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Effects of talker variability in cochlear implants ...
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Chang, Yi-Ping. - : University of Southern California Digital Library (USC.DL), 2015
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Not so fast! Talker variability in serial recall at standard presentation rates
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In: Faculty of Social Sciences - Papers (2015)
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The "up" corpus: A corpus of speech samples across adulthood
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In: Corpus Linguistics and Linguistic Theory, vol 10, iss 2 (2014)
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The "up" corpus: A corpus of speech samples across adulthood
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In: Gahl, S; Cibelli, E; Hall, K; & Sprouse, R. (2014). The "up" corpus: A corpus of speech samples across adulthood. Corpus Linguistics and Linguistic Theory, 10(2), 315 - 328. doi:10.1515/cllt-2013-0023. UC Berkeley: Retrieved from: http://www.escholarship.org/uc/item/6n7916mb (2014)
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Preschoolers' flexible use of talker information during word learning
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In: JOURNAL OF MEMORY AND LANGUAGE, vol 73 (2014)
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Preschoolers' flexible use of talker information during word learning
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In: Creel, SC. (2014). Preschoolers' flexible use of talker information during word learning. JOURNAL OF MEMORY AND LANGUAGE, 73, 81 - 98. doi:10.1016/j.jml.2014.03.001. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/8w37t8fw (2014)
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When variability matters in second language word learning: talker variability and task type effects ; Doctor of Philosophy
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Differential effects of stimulus variability and learners’ pre-existing pitch perception ability in lexical tone learning by native English speakers
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In: http://www.icphs2007.de/conference/Papers/1558/1558.pdf (2007)
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