Relationship between speech intelligibility and comprehension in the presence of poor acoustics and poor voice quality

Abstract

Noisy classrooms with poor acoustics decrease children’s speech understanding and comprehension. The signal quality is also often degraded by voice disorders that have a prevalence of 60% among teachers. Emerging evidence demonstrates that cognitive factors such as working memory (WM), attention, and inhibitory control (IC) also mediate children’s ability to recognize speech in noise. Speech intelligibility and comprehension tests were performed in a sound-proof booth with xx normal-hearing elementary students. The vocal material was recorded by an actor with normal and mimicked dysphonic voice. Babble noise was added to obtain 2 signal-to-noise (SNR) ratios at 0 and −12 dB. The test was administered using Qualtrics to collect intelligibility and comprehension scores, and measure response time to evaluate listening effort. Children’s WM and IC were also evaluated to explain individual differences. Results showed a statistically significant decrease in performance and increase in response time for the highest SNR and the dysphonic voice with a more detrimental effect on comprehension. This research determined how listening comprehension interacts with speech recognition and cognitive factors in children, providing pilot data to examine the variability of students' learning experience in classrooms when auditory input is degraded by poor acoustics and poor voice quality.