Therefore, informational masking produces poorer speech perception in children Informational interference ( Dole, Hoen, & Meunier, 2012 Stone et al., 2012). To the similarity of the acoustic information in target and masker, which leads to Masking but have an additional effect of speech intelligibility, which is attributable Informational maskers (e.g., one or more competing talkers) also provide energetic ( Brungart, 2001 for additional modulation masking produced by steady-state noises, see Stone, Füllgrabe, Mackinnon, & Moore, 2011 Stone, Füllgrabe, & Moore, 2012). Speech and masker signals on the basilar membrane, thereby impairing speech intelligibility Primarily produced as a result of overlapping energy representations of the target The masking effect of energetic maskers, such as steady-state wideband noise, is Informational masking in the literature ( Brungart, 2001 Lecumberri, Cooke, & Cutler, 2010). The acoustical properties of background sounds also affect speech perception differently,ĭepending on their characteristics, and are often categorized as energetic versus Sounds, referred to as spatial release from masking (SRM Freyman, Helfer, McCall, & Clifton, 1999). However, this grouping comes at a cost, as sounds that co-occur are harder to differentiateįrom one another, particularly for children ( Johnstone & Litovsky, 2006) the converse is also true, there is a significant benefit to spatially separating Moore, 2012) so that sounds co-occurring in space are successfully grouped together perceptuallyĪnd perceived separately when they come from different positions ( Bregman, 1994). Therefore, interaural time and level differences are helpful for localizing sound Of the ears to the sound source ( Zurek, 1993). Of signals between the two ears similarly occur due to the differing relative proximities Highest for the ear that is closest to the sound source. Interaural cues such as the head shadow effect ( Shaw, 1974) are based on level differences between the two ears, as the level of the sound is To interaural differences, but monaural localization cues provided by the pinna alsoĬontribute to a lesser extent ( Wightman & Kistler, 1997). Spatial listening skills are primarily due ToĪchieve successful intelligibility under such conditions, speech perception combinesĪuditory processing of the signal with cognitive processing of speech and spatial (e.g., ventilation systems, traffic) and the competing voices of fellow pupils. In the classroom,įor example, children must separate out the voice of the teacher from noise sources The “cocktail party effect” ( Conway, Cowan, & Bunting, 2001 Moray, 1959) and is an essential auditory skill required daily by children. The ability to separate target speech from noisy backgrounds has been described as Signal properties, environmental factors, and personal factors, such as age, cognitiveĪbility, language background, and the presence of sensory impairments, are known toĪffect speech perception ( Bronkhorst, 2000 Ching, van Wanrooy, Dillon, & Carter, 2011 Dole, Meunier, & Hoen, 2014 Füllgrabe, Moore, & Stone, 2015 Johnstone & Litovsky, 2006 Litovsky, 2005 Lotfi, Mehrkian, Moossavi, Zadeh, & Sadjedi, 2016 Marsh et al., 2018). informational maskers īrungart, 2001), and localization (i.e., identifying where the sounds are coming from in space ī. Moore, 2012) or the number of talkers ( Simpson & Cooke, 2005), the nature of the competing sounds (i.e., energetic vs. Noises that affect speech reception as a function of their properties, such as level Additionally, the auditory environment often contains competing talkers and background Moore, 2012 Pichora-Fuller & Singh, 2006 Rönnberg, Rudner, Foo, & Lunner, 2008 Tsui & Fullilove, 1998). Processing (e.g., interpretations and expectations Davis, 1964 Kiessling et al., 2003 B. Is a multifaceted process integrating basic auditory processing of speech acoustics,Ĭognitive processes (such as attention and memory), and linguistic and knowledge-based Speech reception, namely, hearing, listening to, and comprehending spoken language,
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