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Factorial Analysis Of Speech Perception
Abstract
Typescript (Carbon copy). Thesis (Ph. D.)--State University of Iowa, 1952. Bibliography: leaves 82-85.
... The work of Drake (1939); Karlin (1941); Seashore, Lewis, and Saetveit (1960);McLeish (1950);Shuter (1968); and Wing (1948) provided the principal source for such variables in the realm of musical abilities. Studies by Fleishman et al. (1958);Hanley (1956); Harris (1964); Karlin (1942); Solomon, Webster, and Curtis (1960); Spearritt (1962); Sticht (1972); and White (1954) provided evidence for selection of tests pertaining to perception of speech sounds and listening comprehension. Discussion of the structure among the tests of these various studies is provided in Stankov (1972) and Horn (1973b). ...
... It is noteworthy, also, that a factor involving this link between verbal comprehension and verbal perception could not be expected in some studies because no, or few, markers for verbal comprehension were present (cf. Hanley, 1956). The suggestion is that variables or factors that seemingly involve only elementary perception of speech may in fact involve substantial comprehension of language, as represented in V, but this is not detected unless studies have good markers for the verbal comprehension primary ability. ...
... This element is lacking in White Noise Masking, and this may account for the absence of this variable among the markers for the factor. Hanley (1956), Karlin (1942), Solomon et al. (1960), andSpearritt (1962) each found a factor (or possibly two factors) rather similar to the one identified here. In the first two and fourth of these studies, the factor in question was interpreted as representing a quality of resistance, as in resisting background distraction or the distortions of words. ...
Used established findings from studies of visual, musical, and speech perception abilities to guide the construction of auditory ability tests. 44 measures based on these tests were obtained from a sample of 241 adult males (mean age 25.64 yrs). Correlation and factorial analyses were used to indicate structural interrelationships and relationships with education, musical experience, general intelligence, and age. The results indicate separate capacities for Auditory Verbal Comprehension, Auditory Immediate Memory, Temporal Tracking, Auditory Cognition of Relationships, Discrimination Among Sound Patterns, Speech Perception Under Distraction/Distortion, and Maintaining and Judging Rhythm. (61 ref)
... The work of Drake (1939); Karlin (1941); Seashore, Lewis, and Saetveit (1960);McLeish (1950);Shuter (1968); and Wing (1948) provided the principal source for such variables in the realm of musical abilities. Studies by Fleishman et al. (1958);Hanley (1956); Harris (1964); Karlin (1942); Solomon, Webster, and Curtis (1960); Spearritt (1962); Sticht (1972); and White (1954) provided evidence for selection of tests pertaining to perception of speech sounds and listening comprehension. Discussion of the structure among the tests of these various studies is provided in Stankov (1972) and Horn (1973b). ...
... It is noteworthy, also, that a factor involving this link between verbal comprehension and verbal perception could not be expected in some studies because no, or few, markers for verbal comprehension were present (cf. Hanley, 1956). The suggestion is that variables or factors that seemingly involve only elementary perception of speech may in fact involve substantial comprehension of language, as represented in V, but this is not detected unless studies have good markers for the verbal comprehension primary ability. ...
... This element is lacking in White Noise Masking, and this may account for the absence of this variable among the markers for the factor. Hanley (1956), Karlin (1942), Solomon et al. (1960), andSpearritt (1962) each found a factor (or possibly two factors) rather similar to the one identified here. In the first two and fourth of these studies, the factor in question was interpreted as representing a quality of resistance, as in resisting background distraction or the distortions of words. ...
Used established findings from studies of visual, musical, and speech perception abilities to guide the construction of auditory ability tests. 44 measures based on these tests were obtained from a sample of 241 adult males (mean age 25.64 yrs). Correlation and factorial analyses were used to indicate structural interrelationships and relationships with education, musical experience, general intelligence, and age. The results indicate separate capacities for Auditory Verbal Comprehension, Auditory Immediate Memory, Temporal Tracking, Auditory Cognition of Relationships, Discrimination Among Sound Patterns, Speech Perception Under Distraction/Distortion, and Maintaining and Judging Rhythm. (61 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... 88 Se Clark och Meredith (1972), Duff och Clark (1976), samt Engleberg (1990) för lyssnandeforskning i Australien. 89 Se även , Carroll (1993), Hanley (1956), samt Wilkinson (1970). testens pålitlighet, alltså i vilken utsträckning resultaten var hållbara och upprepningsbara. ...
... 117 Hon redovisar följande sju begrepp 116 Se t.ex. , Hanley (1956), Spearritt (1962) och Wilkinson (1970). Se även Carroll (1993). ...
In ordinary life we are constantly imbued by listening, and we seem to interact in different contextual dimensions of culture and society (Adelmann, 20021.
Adelmann, K. (2002). Att lyssna till röster. Ett vidgat lyssnandebegrepp i ett didaktiskt perspektiv [Listening to voices: An extended notion of listening in an educational perspective]. (Published doctoral dissertation). Malmö: Dissertations from School of Teacher Education, Malmö University, Sweden. Available with English summary from http://dspace.mah.se/bitstream/handle/2043/6400/adelmann.pdf?sequence=1 (http://dspace.mah.se/bitstream/handle/2043/6400/adelmann.pdf?sequence=1) View all references; Linell, 19986.
Linell , P. 1998. Approaching dialogue: Talk, interaction and contexts in dialogical perspectives, Philadelphia, PA: John Benjamins Publishing Company. [CrossRef]View all references), both verbally and nonverbally. “Life by its very nature is dialogic. To live means to participate in dialogue,” according to the Russian scholar Mikhail M. Bakhtin (19843.
Bakhtin , M. 1984 [1929/1963]. “Problems of Dostoevsky's Poetics”. In Theory and history of literature, Edited by:
Emerson , C. Trans . Vol. 8, Manchester: Manchester University Press. View all references, p. 293). In everyday life we get used to many kinds of situations where we hear conversations that we are actually not supposed to hear. For example, while we are waiting for the bus or subway we may listen to people next to us who appear to being having an argument. Usually we do not notice all these routine situations. But sometimes we do notice some interaction and listen with some attention. We have more of an absentminded attention and rarely listen attentively, but what if we did? The activity in listening presented here takes advantage of our daily and personal listening experiences of eavesdropping and use it for the educational purpose of listening development.
... 88 Se Clark och Meredith (1972), Duff och Clark (1976), samt Engleberg (1990) för lyssnandeforskning i Australien. 89 Se även , Carroll (1993), Hanley (1956), samt Wilkinson (1970). testens pålitlighet, alltså i vilken utsträckning resultaten var hållbara och upprepningsbara. ...
... 117 Hon redovisar följande sju begrepp 116 Se t.ex. , Hanley (1956), Spearritt (1962) och Wilkinson (1970). Se även Carroll (1993). ...
... In constructing such auditory tests, intensity and pitch were used as the main elements that were analogous to the elements of line and shape on visual tests. Stankov and Horn (1980) included music and speech perception ability tasks and based the development of these tasks on findings from the fields of musical abilities (e.g., Drake, 1939;Seashore, Lewis, & Saetveit, 1960;Shuter, 1968;Wing, 1948) and listening comprehension (Fleishman, Roberts, & Freidman, 1958;Hanley, 1956;Karlin, 1941;Solomon, Webster, & Curtis, 1960). Classified into the extended theory of fluid intelligence (Gf) and crystallized intelligence (Gc; Horn, 1994;Horn & Noll, 1997), a general auditory factor (Ga) was located on the second level (i.e., broad abilities) next to the broad visual ability factor (Gv) and considered to be an indicator of either Gf or Gc depending on the corresponding auditory task. ...
In the last few years, auditory intellectual abilities have received increased attention in different fields of research. However, most intelligence models have yet to include an auditory factor. This paper aimed to replicate the general auditory factor and examined whether and how the hierarchical and faceted Berlin Intelligence Structure model (BIS; Jäger, 1982) should be extended by adding an auditory dimension. Two studies included 126 students (Study 1) and a heterogeneous group of 175 adults (Study 2). Participants took a broad auditory intelligence test and the BIS test and provided a self-report of musical training. Confirmatory factor analyses revealed two separate auditory content factors: nonverbal and speech. Auditory nonverbal ability was clearly distinct from academic intelligence, whereas auditory speech ability could be completely subsumed under verbal reasoning. We suggest that auditory ability - as represented by auditory nonverbal tests - needs to be added to the BIS as an additional content dimension.
... Listening ability. Educators have pastulated that individuals vary in "listening ability" beyond the mere ability to understand the native language, and a number of tests purporting to measure such an ability--whether it be simple or complex--have been developed (Bra..rn, 1955 Abrams, 1966) and ability to perceive speech through noise (Castelnovo, Tiedeman, and Skordahl, 1963;Hanley, 1956). Wilkinson (1965) A start has been made towards the development of an adequate series of criterion-referenced reading tests in this country by Bormuth (1966bBormuth ( , 1967a. ...
This review, based on a survey of more than 1200 items in the research literature, begins by attempting to outline a theory of language comprehension and learning from language. A lengthy chapter is devoted to problems in the measurement of comprehension and of learning from connected discourse. Also considered, in successive chapters, are the role of various kinds of factors in promoting comprehension and learning from connected discourse--stimulus characteristics such as readability, listenability, vocabulary, grammatical structure, and logical organization-stimulus modality (audition vs. vision); manner of presentation; factors in learning and memory; and individual differences. Problems for further research are pointed out. (Author)
... A number of auditory tests had been constructed to measure musical abilities and speech comprehension, and some factor analytic work had been done with these tests (e.g. Drake, 1939;Guilford, 1967;Hanley, 1956;Harris, 1964;Karlin, 1942;McLeish, 1950;Solomon, Webster, & Curtis, 1960;and Spearitt, 1962), but the tests had not been designed to be auditory indicants of the abilities of intelligence and there was very little replicated work to suggest anything like the system of primary abilities (see Horn, 1972 for review). Since that time, however, some evidence has accumulated to suggest a primary mental ability system among auditory measures (Stankov, 1980;Stankov & Spilsbury, 1978). ...
In a sample of 241 convicts, most of whom were between 20 and 35 years of age, a sample of 18 primary mental abilities was factored to explore the idea that in performances that are believed to indicate human intelligence there are organizations among visual and auditory functions that operate independently from the relation-perceiving and correlate-educing functions of fluid and crystallized intelligence. Objectively rotated results suggest that, indeed, reliable overlapping (common-factor) functions of Auditory Acuity (Ac), Auditory Organization (Ga), Visual Organization (Gv), Acculturational Eduction (Gc) and Fluid Eduction (Gf) represent separate components of individual differences in performances on intellectual tasks broadly conceived.
... Factor analysis of auditory data is a fascinating and potentially rewarding task, one that has been undertaken by several investigators. One question often addressed is whether there are factors common to basic auditory abilities, speech understanding, and cognitive abilities (Dreschler & Plomp, 1980;Festen & Plomp, 1983;Hanley, 1956;Karlin, 1942;Solomon, Webster, & Curtis, 1960) . Many studies were aimed at exploring auditive, speech perception, and cognitive factors specifically in elderly individuals (Humes, Watson, Christensen, Cokely, Halling, & Lee, 1994;van Rooij & Plomp, 1990 . ...
The study was conducted to determine the relationship between measures of auditory performance in elderly individuals. Specifically, its goal was to uncover a set of measures correlated with the set of measures of speech understanding under specific conditions of interference to gain a better understanding of decline of the "cocktail party effect" in aging.
Audiological status and auditory performance of a group of elderly (60- to 81-yr-old) individuals were determined through a test battery. When present, the hearing loss of elderly subjects was symmetrical in the two ears and, at most, moderate. The battery included tests of speech intelligibility on the word and sentence levels, with and without the presence of interfering speech. In addition pure-tone and speech reception thresholds, perception of spectrally or temporally distorted speech and auditory resolution of frequency, time, and space were tested. Two tests received special consideration: the Speech Perception In Noise Test and the Modified Rhyme Reverberation Test.
Results indicated that, despite the nearly normal hearing levels that characterized much of the subject group, auditory sensitivity measures showed persistent correlation to all other measures, with the exception of auditory resolution regarding frequency, time, and space. As a set, sensitivity measures accounted for more than 85% of the variance. When auditory sensitivity was controlled for, other factors underlying speech processing in the presence of interfering stimuli were uncovered, factors most likely related to the ability to perceptually segregate one speech signal from another.
The findings suggest that, to determine the relationship between audiological/auditory test results of an elderly population, it is important to remove the effects of hearing loss through appropriate statistical methods.
... Factor analysis of auditory data is a fascinating and potentially rewarding task, one that has been undertaken by several investigators. One question often addressed is whether there are factors common to basic auditory abilities, speech understanding, and cognitive abilities (Dreschler & Plomp, 1980;Festen & Plomp, 1983;Hanley, 1956;Karlin, 1942;Solomon, Webster, & Curtis, 1960) . Many studies were aimed at exploring auditive, speech perception, and cognitive factors specifically in elderly individuals (Humes, Watson, Christensen, Cokely, Halling, & Lee, 1994;van Rooij & Plomp, 1990 . ...
The objective of the study was to determine the major factors that underlie auditory/audiological performance measures in an elderly population, with particular emphasis on finding those factors responsible for speech understanding under specific conditions of interference.
Audiological status and auditory performance of a group of elderly (60- to 81-yr-old) and normal-hearing young (18- to 30-yr-old) individuals was determined through a test battery. When present, the hearing loss of elderly subjects was symmetrical in the two ears and, at most, moderate. The battery included tests of speech intelligibility on the word and sentence levels, with and without the presence of interfering speech. In addition to pure-tone and speech reception thresholds, perception of spectrally or temporally distorted speech as well as auditory resolution of frequency, time, and space were tested. Two tests received special consideration: the Speech Perception In Noise Test and the Modified Rhyme Reverberation Test. Taking the overall results as well as various subsets of the results, principal component analyses were conducted to identify major factors underlying auditory performance.
The factors extracted by the principal component analyses present a portrayal of the auditory performance profile in which effects of interference, high-frequency hearing, and basic auditory function play a major role. Interference factors include general susceptibility to noise as well as segregation of concurrent speech sounds on the basis of temporal dissimilarities and spatial separation. Comparison of factors extracted from various subsets of tests indicate that factors underlying the decline of the "cocktail party effect" in the elderly are addressed mostly by tests specifically designed to assess speech understanding in spatially distributed babble or in a reverberant environment.
Factor analysis of test measures obtained from a group of elderly individuals with normal hearing or mild-to-moderate hearing loss led to two main findings. First, it portrayed hearing loss as a component of different factors rather than as a factor on its own. Second, the independence of measures of speech understanding in babble or reverberation from other measures suggests that such tests should become an integral part of audiological test batteries designed to assess auditory functions in aging.
The methodological considerations and techniques used in this study of inauguration speechesInauguration speeches involves a qualitative framework for the discursive analysis of the political public relationsPolitical Public Relations (PPR) (PPR). This was assisted by the use of computer-assisted qualitative data analysis (CAQDA) software, as will be discussed in more detail below.
Das Hervorbringen von hörbaren Sprachlauten durch orale Artikulation gehört zweifelslos zu den normalen Funktionen des menschlichen Körpers. Deshalb enthalten viele Lehrbücher der Physiologie eine einführende Beschreibung dieser Kommunikationshandlung. So wird vom Studenten der Medizin erwartet, daß er in seinen ersten präklinischen Semestern ein gewisses Verständnis des menschlichen Sprechmechanismus erwirbt. Leider setzt sich dieses Studium in den klinischen Lehrjahren nicht fort, denn die meisten medizinischen Fakultäten schließen die Sprachpathologie nicht in den Lehrplan ein. Sogar wenn im neurologischen Kurs die Einführung in die Aphasielehre geboten wird, bleibt die Vielzahl der Störungen von Stimme, Sprechen und Sprache unerwähnt.
Wir haben uns mit dem Titel des Buches die Aufgabe gestellt, die Grundz?ge der Sprach- und Stimmheilkunde zu schildern. Dies bedeutet auch f?r den zweiten Buchteil vorerst die Notwendigkeit, dem hierf?r interessierten und somit noch nicht tiefer in das Gebiet eingedrungenen Leser die wichtigsten Kenntnisse ?ber die Physiologie, Pathologie und Therapie der Sprache zu vermitteln. Es galt daher, die h?ufigen Krankheitsformen kurz und ?bersichtlich zu beschreiben. Unserem Plane folgend, wurde wieder auf die Verwertung der neuesten Forschungsergebnisse besonderer Wert gelegt. Zusammen mit den gesicherten Erkenntnissen der bisherigen wissenschaftlichen Arbeit sollen sie ein abgerundetes Bild der heutigen Auffassungen bieten.
-A conceptual framework for individual differences in sensory structure and processing is outlined which provides a theoretical integration of multivariate, psychophysical, and experimental studies of sensarion. A hierarchy of sensory dimensions is proposed which involves lower-order modality specific factors integrated by higher-order modality independent factors. The relationship between lower-order dimensions and individual power law exponents is discussed. A model of sensory processing is presented which specifies the functional significance of individual differences.
127 students at a musical high school in Cracow completed the Test of Creative Thinking of Necka and Rychlicka and filled out a questionnaire on their musical achievements. They were also rated by their music teachers. The level of creative thinking increased with the age of subjects, but correlations between creative thinking and achievement in music were not significant. Further research on this apparent lack of relationship between musical and verbal creativity is important for music education and counselling of music students.
In a previous study [van Rooij and Plomp, J. Acoust. Soc. Am. 88, 2611-2624 (1990)], it was found that speech-perception performance in a sample of elderly subjects tested in the laboratory may be largely determined by two statistically independent components: (1) a major component representing the progressive middle- to high-frequency hearing loss with age and (2) a minor component mainly representing a general decrement in cognitive performance. In the present study, a selected subset of tests used in the laboratory study was administered to a group of elderly subjects less likely to participate in laboratory experimentation. The results show that approximately all the systematic variance with respect to speech-perception performance, as tested by speech-reception thresholds (SRTs), can be accounted for by the audiogram alone. The implications of the results of the present study and those of earlier ones [van Rooij. Plomp, and Orlebeke, J. Acoust. Soc. Am. 86, 1294-1309 (1989) and van Rooij and Plomp, J. Acoust. Soc. Am. 88, 2611-2624 (1990)] are critically evaluated. It is concluded that age differences with respect to speech perception are most likely due to differences in auditive factors.
In part I of this study [van Rooij et al., J. Acoust. Soc. Am. 86, 1294-1309 (1989)], the validity and manageability of a test battery comprising auditive (sensitivity, frequency resolution, and temporal resolution), cognitive (memory performance, processing speed, and intellectual abilities), and speech perception tests (at the phoneme, spondee, and sentence level) were investigated. In the present article, the results of a selection of these tests for 72 elderly subjects (aged 60-93 years) are analyzed by multivariate statistical techniques. The results show that the deterioration of speech perception in the elderly consists of two statistically independent components: (a) a large component mainly representing the progressive high-frequency hearing loss with age that accounts for approximately two-thirds of the systematic variance of the tests of speech perception and (b) a smaller component (accounting for one-third of the systematic variance of the speech perception tests) mainly representing a general performance decrement due to reduced mental efficiency, which is indicated by a general slowing of performance and a reduced memory capacity. Although both components are correlated with age, it was found that the balance between auditive and cognitive contributions to speech perception performance did not change with age.
Relationships between articulation and other variables, including auditory abilities and memory, were examined through correlational techniques. Subjects were 47 native-born monolingual college students, with no hearing loss and no organic or neurological impairment. Highly reliable measures of articulation (r = 0.96) were obtained. Four tests of auditory abilities (Phonetic Ability, Interphonemic Identification, Intraphonemic Discrimination, and Pitch) and three tests of memory (Consonant-Letter Memory, Vowel-Sound Memory, and Tonal Memory) were administered. Phonetic Ability was a pencil and paper test with no auditory signals; Vowel Sound Memory was an individual test. Recorded tests were administered with matched monaural headsets. Entrance measures of college aptitude and language abilities (verbal ability, vocabulary, reading, and spelling) were obtained for 38 of the subjects. The data were intercorrelated; partial and multiple correlations were computed. Articulation was significantly related to auditory abilities, memory, college aptitude, and language abilities. Auditory abilities and memory accounted for 61% of the variance in articulation. Reliable measures of auditory abilities were significantly related to articulation even with memory, college aptitude, or language abilities held constant. Two of the new tests of auditory abilities, Phonetic Ability and Interphonemic Identification, were highly reliable (rs = 0.97, 0.96) and significantly related to articulation (rs = 0.74, 0.69), college aptitude (rs = 0.64, 0.59), and language abilities (rs = 0.42 to 0.64). Implications are discussed and interpretations pertaining to feedback and motor theories are suggested.
The semantic judgments of presumed naive and sophisticated listeners were obtained by means of 18 semantic differential scales to 4 acoustic stimuli, 2 pure tones (250 and 4000 cps), and 2 complex tones (sawtooth and white noise), to determine whether previous familiarity with specific sounds affected their psychological perceptions. Results revealed that both naive and sophisticated listeners judged the auditory stimuli in a similar manner, but sophisticated listeners demonstrated more extreme responses. It was concluded that previous listening experience with specific acoustic signals affected the intensity of the psychological meaning evoked by these sounds, but not necessarily the direction of meaning.
Performance on 19 auditory discrimination and identification tasks was measured for 340 listeners with normal hearing. Test stimuli included single tones, sequences of tones, amplitude-modulated and rippled noise, temporal gaps, speech, and environmental sounds. Principal components analysis and structural equation modeling of the data support the existence of a general auditory ability and four specific auditory abilities. The specific abilities are (1) loudness and duration (overall energy) discrimination; (2) sensitivity to temporal envelope variation; (3) identification of highly familiar sounds (speech and nonspeech); and (4) discrimination of unfamiliar simple and complex spectral and temporal patterns. Examination of Scholastic Aptitude Test (SAT) scores for a large subset of the population revealed little or no association between general or specific auditory abilities and general intellectual ability. The findings provide a basis for research to further specify the nature of the auditory abilities. Of particular interest are results suggestive of a familiar sound recognition (FSR) ability, apparently specialized for sound recognition on the basis of limited or distorted information. This FSR ability is independent of normal variation in both spectral-temporal acuity and of general intellectual ability.
This paper represents an effort to update and expand an earlier paper, "Speech Analysis, Synthesis, and Processing - A Selected Bibliography," prepared and published by this author at Texas Instruments Inc., Dallas, in 1963. Selections included in this paper will provide the research with a fairly extensive and representative presentation of relevant source material in the areas to which the title refers.
This paper presents an enumerative bibliography of the literature on the automation of speech from 1950-1960. The key developments in this area are presented in the introduction. The eventual goal is the fully automated speaking machine. Selections for the bibliography include significant corporate documents, periodical literature and abstracts of research.
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