Talker Familiarity Research Articles

The role of long-term target and masker talker familiarity in children's speech-in-speech recognition.

This study investigated the influence of long-term talker familiarity on speech-in-speech recognition in school-age children, with a specific emphasis on the role of familiarity with the mother's voice as either the target or masker speech. Open-set sentence recognition was measured adaptively in a two-talker masker. Target and masker sentences were recorded by the adult mothers of the child participants. Each child heard sentences spoken by three adult female voices during testing; their own mother's voice (familiar voice) and two unfamiliar adult female voices. Twenty-four school age children (8-13 years) with normal hearing. When the target speech was spoken by a familiar talker (the mother), speech recognition was significantly better compared to when the target was unfamiliar. When the masker was spoken by the familiar talker, there was no difference in performance relative to the unfamiliar masker condition. Across all conditions, younger children required a more favorable signal-to-noise ratio than older children. Implicit long-term familiarity with a talker consistently improves children's speech-in-speech recognition across the age range tested, specifically when the target talker is familiar. However, performance remains unaffected by masker talker familiarity. Additionally, while target familiarity is advantageous, it does not entirely eliminate children's increased susceptibility to competing speech.

Can Playing a Game Improve Children's Speech Recognition? A Preliminary Study of Implicit Talker Familiarity Effects.

The goal was to evaluate whether implicit talker familiarization via an interactive computer game, designed for this study, could improve children's word recognition in classroom noise. It was hypothesized that, regardless of age, children would perform better when recognizing words spoken by the talker who was heard during the game they played. Using a one-group pretest-posttest experimental design, this study examined the impact of short-term implicit voice exposure on children's word recognition in classroom noise. Implicit voice familiarization occurred via an interactive computer game, played at home for 10 min a day for 5 days. In the game, children (8-12 years) heard one voice, intended to become the "familiar talker." Pre- and postfamiliarization, children identified words in prerecorded classroom noise. Four conditions were tested to evaluate talker familiarity and generalization effects. Results demonstrated an 11% improvement when recognizing words spoken by the voice heard in the game ("familiar talker"). This was observed only for words that were heard in the game and did not generalize to unfamiliarized words. Before familiarization, younger children had poorer recognition than older children in all conditions; however, after familiarization, there was no effect of age on performance for familiarized stimuli. Implicit short-term exposure to a talker has the potential to improve children's speech recognition. Therefore, leveraging talker familiarity through gameplay shows promise as a viable method for improving children's speech-in-noise recognition. However, given that improvements did not generalize to unfamiliarized words, careful consideration of exposure stimuli is necessary to optimize this approach.

Long- and short-term implicit talker familiarity: Effects on children's word and sentence recognition

While previous research has highlighted the positive effects of talker familiarity on children’s word recognition in quiet, its role in challenging listening conditions remains poorly understood for this age group. Additionally, the amount of familiarity required to yield benefits remains unclear. The current study explored implicitly acquired short and long-term talker familiarity effects in school-age children (8–12 years), utilizing speech or noise maskers. Experiment 1 assessed open-set sentence recognition in a two-talker-female masker, with the child's mother's voice serving as the target or masker speech. Experiment 2 measured closed-set word recognition in a noise masker, both before and after a 5-day exposure to a female talker. Results from Experiment 1 indicate that children benefit from familiarity when their mother is the target talker, but not when she is the masking speech. In Experiment 2, children exhibited familiarity effects after only a 5-day exposure period to a previously unfamiliar voice, demonstrating a significant impact of implicit short-term familiarity. Working memory and selective attention did not predict performance or benefit. Together, these findings underscore the importance of talker familiarity in children's speech recognition in challenging listening situations. The implications of these findings for understanding the mechanisms underlying familiarity effects will be discussed.

Comparing the effects of target and masker voice familiarity on children’s speech-in-speech recognition

Familiarity with a target voice has been shown to aid spoken word recognition for both children and adults. Familiarity effects of a target voice are not well understood, and even less is known about the impacts of masker voice familiarity. The present study investigated long-term target and masker voice familiarity effects on children’s speech-in-speech recognition by using the child’s own mother’s voice as stimuli. Open-set sentence recognition thresholds (SRTs) were measured adaptively in a two-talker speech masker. Twenty children were tested in three conditions, hearing their mother’s voice and two unfamiliar female voices: (1) Familiar Target/Unfamiliar Masker; (2) Familiar Masker/Unfamiliar Target; and (3) Unfamiliar Target/Unfamiliar Masker. Condition 1 measured effects of target familiarity; Condition 2 examined effects of masker familiarity; Condition 3 served as baseline. Results showed SRTs were significantly better when target speech was spoken by a familiar talker (the mother). When background speech was spoken by the familiar talker, performance was worse relative to an unfamiliar masker. This suggests that children do benefit from long-term voice familiarity with the target but not the masker speech. Thus, voice familiarity may impact children’s ability to attend to the target speech but does not always improve segregation.

Cochlear Implantation Outcomes in Pediatrics with Inner Ear Malformations in a Tertiary Care Hospital in Ahvaz.

Cochlear implantation (CI) has been successful in individuals with sensorineural hearing loss (SNHL) over the last few years. This study assessed the auditory and speech performance results of pediatrics with inner ear malformations (IEMs) following cochlear implantation at the Ahvaz cochlear implantation center and compared the outcomes of various malformations. All pediatrics with IEMs undergoing CI were included in the study. This retrospective study was performed on pediatrics with congenital IEMs who underwent cochlear implantation in Ahvaz cochlear implantation center between 2014 and 2019. The Category of Auditory Performance (CAP) and the Speech Intelligibility Rating (SIR) scores are two of the most frequently administered tests. The CAP with ranging from 0 (displays no awareness of environmental sounds) to 7 (can use the telephone with a familiar talker), was used to measure the speech perception performance of the implanted children. Furthermore, SIR consists of five performance categories ranging from "prerecognizable words in spoken language" to "connected speech is intelligible to all listeners". Finally, the study included 22 patients. The evaluation of the CT-Scan revealed three types of inner ear malformation: Incomplete Partition (IP)-I in 2 (9.1%), IP-II in 12 (54.5%), and common cavity in 8 (36.4%) individuals. The results were shown that the median CAP score preoperative was 0.5 (interquartile range (IQR): 0-2) and postoperative was 3.5 (IQR: 3-7). There were statistically significant differences in CAP scores between preoperative and second-year follow-up postoperative (p value = 0.036). The results were shown that the median SIR score preoperative was 1 (IQR: 1-5) and postoperative was 2 (IQR: 1-5). There were statistically significant differences in SIR scores between preoperative and second-year follow-up postoperative (p value = 0.001). Following a thorough preoperative screening, patients with specific IEMs can be candidates for CI and not a contraindication. There were statistically significant differences in CAP and SIR scores between preoperative and second-year follow-up postoperative in the common cavity and IP-II groups.

Clearly, fame isn't everything: Talker familiarity does not augment talker adaptation.

Familiarity with a talker's voice provides numerous benefits to speech perception, including faster responses and improved intelligibility in quiet and in noise. Yet, it is unclear whether familiarity facilitates talker adaptation, or the processing benefit stemming from hearing speech from one talker compared to multiple different talkers. Here, listeners completed a speeded recognition task for words presented in either single-talker or multiple-talker blocks. Talkers were either famous (the last five Presidents of the United States of America) or non-famous (other male politicians of similar ages). Participants either received no information about the talkers before the word recognition task (Experiments 1 and 3) or heard the talkers and saw their names first (Experiment 2). As expected, responses were faster in the single-talker blocks than in the multiple-talker blocks. Famous voices elicited faster responses in Experiment 1, but familiarity effects were extinguished in Experiment 2, possibly by hearing all voices recently before the experiment. When talkers were counterbalanced across single-talker and mixed-talker blocks in Experiment 3, no familiarity effects were observed. Predictions of familiarity facilitating talker adaptation (smaller increase in response times across single- and multiple-talker blocks for famous voices) were not confirmed. Thus, talker familiarity might not augment adaptation to a consistent talker.

Pupil response to familiar and unfamiliar talkers in the recognition of noise-vocoded speech

In some challenging listening conditions, listeners are more accurate at recognizing speech produced by a familiar talker compared to unfamiliar talkers. However, previous studies have found little to no talker-familiarity benefit in the recognition of noise-vocoded speech, potentially due to limitations in the talker-specific details conveyed in noise-vocoded signals. Although no strong effect on performance has been observed, listening to a familiar talker may reduce the listening effort experienced. The current study used pupillometry to assess how talker familiarity could impact the amount of effort required to recognize noise-vocoded speech. Four groups of normal-hearing, listeners completed talker familiarity training, each with a different talker. Then, listeners repeated sentences produced by the familiar (training) talker and three unfamiliar talkers. Sentences were mixed with multi-talker babble, and were processed with an 8-channel noise-vocoder; SNR was set to a participant’s 50% correct performance level. Preliminary results demonstrate no overall talker-familiarity benefit across training groups. Examining each training group separately showed differences in pupil response for familiar and unfamiliar talkers, but the direction and size of the effect depended on the training talker. These preliminary findings suggest that normal-hearing, listeners make use of limited talker-specific details in the recognition of noise-vocoded speech.

Clearly, fame isn’t everything: Talker familiarity does not mitigate the perceptual consequences of talker variability

Familiarity with a talker’s voice provides numerous benefits to speech perception, including faster response times and improved intelligibility both in quiet and amidst competing talkers. However, it is unclear whether familiarity provides resilience against talker variability, or the increased processing costs attributed to hearing speech from multiple different talkers compared to a single talker. Here, listeners completed a speeded word recognition task where stimuli were the words “do” and “to” excised from political speeches, presented in either single- or multiple-talker blocks. Talkers were either famous (the last five U.S. Presidents) or non-famous (other male politicians of similar ages). No information about the talkers was provided. As predicted, listeners categorized words more quickly when spoken by famous talkers. However, talker familiarity did not provide any resiliency to talker variability; reaction times increased (from single- to multiple-talker blocks) by greater amounts for famous talkers than non-famous talkers. In a post-task questionnaire, participants recognized famous talkers better than non-famous talkers from the “do”/”to” target words, a full sentence, or when shown their names and asked if they knew who the talker was. Results were not correlated with self-rated political interest. Thus, familiarity might not alleviate the perceptual consequences of talker variability.

Effects of phonological and talker familiarity on second language lexical development

AbstractPrevious research has shown that second language (L2) learners of Mandarin learn new words more easily if the new word is homophonous with a word they already know (Liu and Wiener, 2020). That research involved word learning in which speech was produced by a single-talker with a specific pitch range. The present study examines whether the observed tonal homophone advantage is dependent on familiarity with the talker. Adult learners of Mandarin Chinese as an L2 were taught 20 new tonal words for three consecutive days. To manipulate phonological familiarity, 10 words had homophones already known to the learners and 10 words did not. To manipulate talker familiarity, participants were trained on a single talker but tested on 16 new talkers or trained and tested on 16 (multi)-talkers. Daily testing involved a 4-alternative-force-choice task. Both groups showed increased accuracy and faster response times on Day 2 compared to Day 1, but this learning was independent of homophone status or talker group. No other effects were found. These results suggest that the tonal homophone advantage in L2 word learning observed byLiu and Wiener (2020)may have been partially driven by an exceptionally high level of talker familiarity, since that study used a single speaker both for training and testing.

Talker and accent familiarity yield advantages for voice identity perception: A voice sorting study

In the current study, we examine and compare the effects of talker and accent familiarity in the context of a voice identity sorting task, using naturally varying voice recording samples from the TV show Derry Girls. Voice samples were thus all spoken with a regional accent of UK/Irish English (from [London]derry). We tested four listener groups: Listeners were either familiar or unfamiliar with the TV show (and therefore the talker identities) and were either highly familiar or relatively less familiar with Northern Irish accents. Both talker and accent familiarity significantly improved accuracy of voice identity sorting performance. However, the talker familiarity benefits were overall larger, and more consistent. We discuss the results in light of a possible hierarchy of familiarity effects and argue that our findings may provide additional evidence for interactions of speech and identity processing pathways in voice identity perception. We also identify some key limitations in the current work and provide suggestions for future studies to address these.

High-Variability Phonetic Training Benefits Lexical Tone Perception: An Investigation on Mandarin-Speaking Pediatric Cochlear Implant Users.

Purpose Lexical tone perception is known to be persistently difficult for individuals with cochlear implants (CIs). The purpose of this study was to evaluate the efficacy of high-variability phonetic training (HVPT) in improving Mandarin tone perception for native-speaking children with CIs. Method A total of 28 Mandarin-speaking pediatric CI recipients participated in the study. Half of the children with CIs received a five-session HVPT within a period of 3 weeks. Identification and discrimination of lexical tones produced by familiar talkers (used during training) and novel talkers (not used during training) were measured before, immediately after, and 10 weeks after training termination. The other half untrained children served as control for the identical pre- and posttests. Results Lexical tone perception significantly improved in both trained identification task and untrained discrimination task for the trainees. There was also a significant effect in transfer of learning to perceiving tones produced by novel talkers. Moreover, training-induced gains were retained for up to 10 weeks after training. By comparison, no significant pre-post changes were observed in the control group. Conclusion The results provide the first systematical assessment for the efficacy of the HVPT protocol for Mandarin-speaking pediatric CI users with congenital hearing loss, which supports the clinical utility of intensive short-term HVPT in these children's rehabilitative regimens.

Talker familiarity and the accommodation of talker variability.

A fundamental problem in speech perception is how (or whether) listeners accommodate variability in the way talkers produce speech. One view of the way listeners cope with this variability is that talker differences are normalized - a mapping between talker-specific characteristics and phonetic categories is computed such that speech is recognized in the context of the talker's vocal characteristics. Consistent with this view, listeners process speech more slowly when the talker changes randomly than when the talker remains constant. An alternative view is that speech perception is based on talker-specific auditory exemplars in memory clustered around linguistic categories that allow talker-independent perception. Consistent with this view, listeners become more efficient at talker-specific phonetic processing after voice identification training. We asked whether phonetic efficiency would increase with talker familiarity by testing listeners with extremely familiar talkers (family members), newly familiar talkers (based on laboratory training), and unfamiliar talkers. We also asked whether familiarity would reduce the need for normalization. As predicted, phonetic efficiency (word recognition in noise) increased with familiarity (unfamiliar < trained-on < family). However, we observed a constant processing cost for talker changes even for pairs of family members. We discuss how normalization and exemplar theories might account for these results, and constraints the results impose on theoretical accounts of phonetic constancy.

The Effect of Talker Familiarity on Sentence Recognition Accuracy in Complex Noise.

The familiar talker advantage is the finding that a listener's ability to perceive and understand a talker is facilitated when the listener is familiar with the talker. However, it is unclear when the benefits of familiarity emerge and whether they strengthen over time. To better understand the time course of the familiar talker advantage, we assessed the effects of long-term, implicit voice learning on 89 young adults' sentence recognition accuracy in the presence of four-talker babble. A university professor served as the target talker in the experiment. Half the participants were students of the professor and familiar with her voice. The professor was a stranger to the remaining participants. We manipulated the listeners' degree of familiarity with the professor over the course of a semester. We used mixed effects modeling to test for the effects of the two independent variables: talker and hours of exposure. Analyses revealed a familiar talker advantage in the listeners after 16 weeks (∼32 h) of exposure to the target voice. These results imply that talker familiarity (outside of the confines of a long-term, familial relationship) seems to be a much quicker-to-emerge, reliable cue for bootstrapping spoken language perception than previous literature suggested.

GPS predicts stability of listening environment characteristics in one location over time among older hearing aid users

Objective Hearing aid technology can allow users to “geo-tag” hearing aid preferences using the Global Positioning System (GPS). This technology assumes that listening environment characteristics that affect hearing aid benefit change little in a location over time. The purpose of this study was to investigate whether certain characteristics (reverberation, signal type, listening activity, noise location, noisiness, talker familiarity, talker location, and visual cues) changed in a location over time. Design: Participants completed GPS-tagged surveys on smartphones to report on characteristics of their listening environments. Coordinates were used to create indices that described how much listening environment characteristics changed in a location over time. Indices computed in one location were compared to indices computed across all locations for each participant. Study sample: 54 adults with hearing loss participated in this study (26 males and 38 females; 30 experienced hearing aid users and 24 new users). Results: A location dependency was observed for all characteristics. Characteristics were significantly different from one another in their stability over time. Conclusions: Listening environment characteristics changed less over time in a given location than in participants’ lives generally. The effectiveness of GPS-dependent hearing aid settings likely depends on the accuracy and location definition of the GPS feature.

Test-Retest Reliability of Ecological Momentary Assessment in Audiology Research.

Ecological momentary assessment (EMA) is a methodology involving repeated surveys to collect in situ data that describe respondents' current or recent experiences and related contexts in their natural environments. Audiology literature investigating the test-retest reliability of EMA is scarce. This article examines the test-retest reliability of EMA in measuring the characteristics of listening contexts and listening experiences. An observational study. Fifty-one older adults with hearing loss. The study was part of a larger study that examined the effect of hearing aid technologies. The larger study had four trial conditions and outcome was measured using a smartphone-based EMA system. After completing the four trial conditions, participants repeated one of the conditions to examine the EMA test-retest reliability. The EMA surveys contained questions that assessed listening context characteristics including talker familiarity, talker location, and noise location, as well as listening experiences including speech understanding, listening effort, loudness satisfaction, and hearing aid satisfaction. The data from multiple EMA surveys collected by each participant were aggregated in each of the test and retest conditions. Test-retest correlation on the aggregated data was then calculated for each EMA survey question to determine the reliability of EMA. At the group level, listening context characteristics and listening experience did not change between the test and retest conditions. The test-retest correlation varied across the EMA questions, with the highest being the questions that assessed talker location (median r = 1.0), reverberation (r = 0.89), and speech understanding (r = 0.85), and the lowest being the items that quantified noise location (median r = 0.63), talker familiarity (r = 0.46), listening effort (r = 0.61), loudness satisfaction (r = 0.60), and hearing aid satisfaction (r = 0.61). Several EMA questions yielded appropriate test-retest reliability results. The lower test-retest correlations for some EMA survey questions were likely due to fewer surveys completed by participants and poorly designed questions. Therefore, the present study stresses the importance of using validated questions in EMA. With sufficient numbers of surveys completed by respondents and with appropriately designed survey questions, EMA could have reasonable test-retest reliability in audiology research.

Speech spoken by familiar people is more resistant to interference by linguistically similar speech.

Understanding speech in adverse conditions is affected by experience-a familiar voice is substantially more intelligible than an unfamiliar voice when competing speech is present, even if the content of the speech (the words) are controlled. This familiar-voice benefit is observed consistently, but its underpinnings are unclear: Do familiar voices simply attract more attention, are they inherently more intelligible because they have predictable acoustic characteristics, or are they more intelligible in a mixture because they are more resistant to interference from other sounds? We recruited pairs of native English-speaking participants who were friends or romantic couples. Participants reported words from closed-set English sentences (i.e., Oldenburg Matrix Test; Zokoll et al., 2013) spoken by a familiar talker (the participant's partner) or an unfamiliar talker. We compared 3 masker conditions that are acoustically similar but differ in their demands: (1) English Oldenburg sentences; (2) Oldenburg sentences in a language incomprehensible to the listener (Russian or Spanish); and (3) unintelligible signal-correlated noise. We adaptively varied the target-to-masker ratio to obtain 50% speech reception thresholds. We observed a large (∼5 dB) familiar-voice benefit when the target and masker were both English sentences. This benefit was attenuated (to ∼2 dB) when the masker was in an incomprehensible language and disappeared when it was signal-correlated noise. These results suggest that familiar voices did not benefit intelligibility because they were more predictable or because they attracted greater attention, rather familiarity with a target voice reduced interference from maskers that are linguistically similar to the target. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Tasks, Talkers, and the Perceptual Learning of Time-Compressed Speech

ABSTRACT Many auditory skills (e.g., the recognition of perceptually difficult speech) improve with practice, but only limited transfer of this learning to untrained materials was observed in previous studies. Here, we asked whether the type of practice (semantic or accent judgment) and talker variability (defined as the number of different talkers encountered during practice, two or six), influenced the perceptual learning of time-compressed speech and its transfer to unpracticed materials. Four groups of participants trained on the four task/talker variability combinations, and their pre- and post-training recognition of time-compressed speech was compared to that of a group of untrained participants (n = 14–16 participants/group). Across groups, training led to substantial learning of the trained tokens and to transfer to new talkers producing previously encountered sentences (compared to the untrained control group). However, neither type of training had a significant effect on the recognition of new sentences, even for familiar talkers. Semantic training yielded more learning and better retention of learning over a 2-week interval than accent training. The number of talkers had only marginal effects. These results suggest that learning of time-compressed speech is robust and only partially task-specific, but its transfer to untrained tokens following brief practice is limited. In contrast to other types of speech training, here exposure to a variety of talkers during training did not contribute to the transfer of learning to new materials.

Language Ability and the Familiar Talker Advantage: Generalizing to Unfamiliar Talkers Is What Matters.

Purpose Previous studies with children and adults have demonstrated a familiar talker advantage-better word recognition for familiar talkers. The goal of the current study was to test whether this phenomenon is modulated by a child's language ability. Method Sixty children with a range of language ability were trained to learn the voices of 3 foreign-accented, German-English bilingual talkers and received feedback about their performance. Both before and after this talker voice training, children completed a spoken word recognition task in which they heard consonant-vowel-consonant words mixed with noise that were spoken by the 3 familiarized talkers and by 3 unfamiliar German-English bilinguals. Results Two findings emerged from this study: First, children with both higher and lower language ability performed similarly on the familiarized talkers. Second, children with higher language scores performed similarly on both the familiarized and unfamiliar talkers, whereas children with lower language scores performed worse on the unfamiliar talkers compared to familiar talkers, suggesting an inability to generalize to novel, unfamiliar talkers who spoke with a similar accent. Discussion Together, these findings indicate that children with higher language scores are able to generalize knowledge about foreign-accented talkers to help spoken word recognition for novel talkers with the same accent. In contrast, children with lower language skills did not exhibit the same magnitude of generalization. This lack of generalization to similar talkers may mean that children with lower language skills are at a disadvantage in spoken language tasks because they are unable to process speech as well when listening to unfamiliar talkers.

Working-memory disruption by task-irrelevant talkers depends on degree of talker familiarity.

When one is listening, familiarity with an attended talker's voice improves speech comprehension. Here, we instead investigated the effect of familiarity with a distracting talker. In an irrelevant-speech task, we assessed listeners' working memory for the serial order of spoken digits when a task-irrelevant, distracting sentence was produced by either a familiar or an unfamiliar talker (with rare omissions of the task-irrelevant sentence). We tested two groups of listeners using the same experimental procedure. The first group were undergraduate psychology students (N = 66) who had attended an introductory statistics course. Critically, each student had been taught by one of two course instructors, whose voices served as the familiar and unfamiliar task-irrelevant talkers. The second group of listeners were family members and friends (N = 20) who had known either one of the two talkers for more than 10 years. Students, but not family members and friends, made more errors when the task-irrelevant talker was familiar versus unfamiliar. Interestingly, the effect of talker familiarity was not modulated by the presence of task-irrelevant speech: Students experienced stronger working memory disruption by a familiar talker, irrespective of whether they heard a task-irrelevant sentence during memory retention or merely expected it. While previous work has shown that familiarity with an attended talker benefits speech comprehension, our findings indicate that familiarity with an ignored talker disrupts working memory for target speech. The absence of this effect in family members and friends suggests that the degree of familiarity modulates the memory disruption.

Talker-familiarity benefit in non-native recognition memory and word identification: The role of listening conditions and proficiency.

Native listeners benefit from talker familiarity in recognition memory and word identification, especially in adverse listening conditions. The present study addresses the talker familiarity benefit in non-native listening, and the role of listening conditions and listeners' lexical proficiency in the emergence of this benefit. Dutch non-native listeners of English were trained to identify four English talkers over 4 days. Talker familiarity benefit in recognition memory was investigated using a recognition memory task with "old" and "new" words produced by familiar and unfamiliar talkers presented either in the clear or in noise. Talker familiarity benefit in word identification was investigated by comparing non-native listeners' performances on the first and the last day in identifying words in different noise levels, produced by either a trained (included in the voice recognition training) or by an untrained talker (not included in the voice recognition training). Non-native listeners demonstrated a talker familiarity benefit in recognition memory, which was modulated by listening conditions and proficiency in the non-native language. No talker familiarity benefit was found in word identification. These results suggest that, similar to native listening, both linguistic and indexical (talker-specific) information influence non-native speech perception. However, this is dependent on the task and type of speech recognition process involved.