Pressured Speech (original) (raw)
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Speech considered as modulated voice
2005
In addition to linguistically coded information, speech conveys necessarily also some paralinguistic information of expressive (affective and adaptive), organic and perspectival kind, but all respective features lack invariant absolute acoustic correlates. According to the Modulation Theory, a speaker's voice functions as a carrier that is modulated by speech gestures. Listeners have to demodulate the signal. Speakers freely vary their voice but compensate for impediments to modulation. Listeners "tune in" to a speech signal based on intrinsic and extrinsic cues and evaluate the deviations of its properties from those they expect of a linguistically neutral vocalization with the same paralinguistic quality. It is shown how this is reflected in the results of various investigations. Most organic and some expressive information is conveyed in the properties of the carrier. Expressive factors affect also amplitude and rate of linguistic modulations. Acquisition and use of speech require a neural linkage between perceptual demodulation and speech motor control (echo neurons). The imitation of body postures and gestures requires analogous structures evidenced in mirror neurons. Relations with gestural theories of speech perception and models of production as well as implications for distinctive feature theory and for the representation of speech in memory are discussed.
ACOUSTIC CORRELATES OF TASK LOAD AND STRESS
It is argued that reliable acoustic profiles of speech under stress can only be found if different types of stress are clearly distinguished and experimentally induced. We report first results of a study with 100 speakers from three language groups, using a computer-based induction procedure that allows distinguishing cognitive load due to task engagement from psychological stress. Findings show significant effects of load, and partly of stress, for speech rate, energy contour, F0, and spectral parameters. It is further suggested that the mean results for the complete sample of speakers do not reflect the amplitude of stress effects on the voice. Future research should isolate and focus on speakers for whom the psychological stress induction has been successful.
Analysis of Natural Speech under Stress
Acta Physica Polonica A, 2012
This paper presents how voice stress is manifested in the acoustic and phonetic structure of the speech signal. Out of 60 000 authentic Police 997 emergency phone calls, 22 000 were automatically selected, a few hundred of which were chosen for acoustic evaluation, the basis for selection being a perceptual assessment. In highly stressful conditions (e.g. panic) a systematic dynamic over-one-octave shift in pitch and signicant increase in speech tempo was observed. In states of depression a systematic down shift in pitch and signicant decrease in speech tempo was observed. Basic statistical measurements for stressed and neutral speech run over the database showed the relevance of the arousal and potency dimension in stress processing. In speech produced under fear an upward shift in pitch register was signicant (in comparison to neutral speech), while speech recorded during experiencing anger was characterized by an increase in F0 range.
Negative intraoral pressure in running speech
We investigated alveolar-velar stop sequences in connected speech processes in order to understand the potential articulatory and aerodynamic causes for the alveolar weakening, often discussed with respect to assimilation. We will also shed light on the potential click-nature of these sequences as suggested in the literature. By means of a new experimental set-up which allowed us to monitor tongue-palatal contact patterns simultaneously with intraoral pressure variations 8 German native speakers were recorded. Temporal results and relative burst intensities were obtained from acoustic data, the potential overlap of alveolar and velar movements was obtained by tongue palatal contact patterns in the anterior and posterior regions, and a brief period of pressure rarefaction at alveolar release (negative pressure) was taken as evidence for clicks. On the basis of these data speaker specific evidence is provided for weak clicks in German.
Tone Distribution and Its Effect on Subglottal Pressure During Speech
2007
The current work is part of a project to character- ize the subglottal pressure (Ps) contour associated with a spoken utterance in terms of the distribution of pitch accents and of phrase and boundary tones. It is found that the nuclear pitch accent does not define the start of the termination phase; the utterance off- set is a better marker.
Complexity Perspectives on Language, Communication and Society, 2013
We assume that every human action is caused by some pressure. Thus the notion of pressure is central to our model. Different pressure levels occur in the interplay of the interests of individuals and the immediate environment, which we call " state of the world ". The state of the world influences pressure and is modified by action. We aim to expand the model to use it for the analysis of communication in multilingual everyday multilingual situations. To obtain a tool of analysis for linguistic actions in multilingual situations it is necessary to classify pressures. The first level comprises pressures that mainly depend on the interest of someone who is carrying out a speech act, pressures that are more state of the world dependant. A second level involves identifying some of the interests' origins. Finally, we focus on communication tools. The concept of competence is criticized and a more suitable concept is proposed: " common routine " and " utmost common routine " , which triggers the use of a given code in a specific conversation.
Objectives. Occupational-related vocal load is an increasing global problem with adverse personal and economic implications. We examined voice changes in real speaking situations during a single day, with and without vocal loading, aiming to identify an objective acoustic index for vocal load over a day. Methods. Call center operators (CCOs, n ¼ 27) and age-and gender-matched students (n ¼ 25) were recorded at the beginning and at the end of a day, with (CCOs) and without (students) vocal load. Speaking and reading voice samples were analyzed for fundamental frequency (F 0), sound pressure level (SPL), and their variance (F 0 coefficient of variation [F 0 CV], SPL CV). The impact of lifestyle habits on voice changes was also estimated. Results and conclusions. The main findings revealed an interaction, with F 0 rise at the end of the day for the students but not for the CCOs. We suggest that F 0 rise is a typical phenomenon of a day of normal vocal use, whereas vocal loading interferes with this mechanism. In addition, different lifestyle profiles of CCOs and controls were observed, as the CCOs reported higher incidence of dehydrating behaviors (eg, smoking, caffeine). Yet, this profile was not linked with voice changes. In sum, we suggest that F 0 rise over a day can potentially serve as an index for typical voice use. Its lack thereof can hint on consequent voice symptoms and complaints.
The Effect of Modified Speech on Listening to Authentic Speech
Journal of Language Teaching and Research, 2010
The present study investigated the effect of controlling speech rate on listening comprehension of Iranian students majoring in English. It was somehow the application of Krashen's 'input hypothesis'(1985). There were two homogeneous groups each comprising 40 students taking 'Oral Translation 3'. In the experimental group there were 28 females and 12 males, in the control group there were 30 females and 10 males. The age of the subjects ranged from 22-28.The selected materials was authentic American English spoken by fluent native speakers in the programs such as 'Opera' and 'Dr. Phill'. The students were worked with in a well equipped language laboratory. The experimental group had the advantage of modified speech through Ulead software version 11. The control group just enjoyed the possibility of a five time repetition for each individual sentence. At the end two reliable and valid M.C. listening comprehension and cloze tests were prepared from the covered materials and administered to them. The cloze test was based on the exact word version (Chaudron, 1986). Based on the results of this study it was concluded that there were no significant differences between the mean scores of the experimental and control groups on the multiple choice and cloze tests at .05 level of significance. This implies that first, the experimental group did not do any better than the control group and second, the students were not able to apply the benefits of slowing down the speech to authentic texts and for speeches delivered at a normal rate. Index Terms-speech modification, speech rate, connected speech, reduced forms I. INTRODUCTION The idea of using speech modification in case of NNSs dates back to the 1970s. Friedman and Johnson (1971) proposed using slower rates in language teaching. The idea of matching speech rate and listeners proficiency was put forward by Pimsleur, Hanckok, & Furey (1977). They proposed two methods of adjusting rates, namely, speech expansion and compression though these equipments were not available at that time. He proposed an alteration method, i.e., inserting pauses into recorded speech to expand it. Friedman and Johnson (1971, cited by Griffiths, 1990) reported on the structurally spaced pauses into orally presented Russian sentences and significantly accurate recall. Foulke (1968) found that speeding up of recording up to 260wpm had no effect on comprehension but above that it began to crumble precipitously. Foulke and Stitch (1969) and Stitch (1971) concluded that the threshold for listening comprehension is 275 wpm after which comprehension declines rapidly. Carver (1973) came up with the similar results. Anderson-Hsieh and Koehler (1988) reported on the adverse effect of speed on listening comprehension of English native speakers but added that a non standard pronounced accent had a more deleterious effect on listening comprehension. Stanley (1978) pinpointed the adverse effect of speed rate on listening comprehension. Griffiths (1992) studied the effects of speech rates (127, 188, 250 wpm) on the nonnative speaker's listening comprehension and concluded that the slowest rate was the most comprehensible and the higher rates led to worse comprehension. Conrad (1989) and Griffiths (1990) reiterated the adverse effect of speech rate on listening comprehension. Boyle (1984), Flowerdew and Miller (1992) indicated that fast speech leads to problems in listening. In Zhao's study (1997) speech rate was measured by the recognition of the spoken word. Here the control of speech was given to the learners themselves. He experimented with four conditions, namely, listening to sentences once; repeating; modification of speed and repetition; and a speed rate of 194 wpm. He concluded that in condition three where students could modify speed and repeat the students obtained the highest scores. Grosjean (1972) showed that the increase of speed addressed to NNSs (intermediate proficiency) from 147wpm to 169 wpm led to a 14.65 decrease in listening comprehension. Nevertheless, at the slowest rate, i.e., 96 wpm the subjects were incapable to recall 56% of sentence details. Chauron (1979) held that one of the important features of listening comprehension is the great speed accompanying connected speech. At a normal speed a new word is uttered at the rate of 300msc which needs to be transformed into lexical units and then realized at the higher structural units. Chodorow (1979) attributed the decrease of comprehension in the fast speech to the loss of the processing time. Derwing and Munro (2001) conducted an experiment on the suitability of JOURNAL OF LANGUAGE TEACHING AND RESEARCH