Intelligibility of dysphonic speech in auralized classrooms

Pasquale Bottalico, Silvia Murgia, Giuseppina Emma Puglisi, Arianna Astolfi, Keiko Ishikawa

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Voice disorders can reduce the speech intelligibility of affected speakers. This study evaluated the effect of noise, voice disorders, and room acoustics on vowel intelligibility, listening easiness, and the listener's reaction time. Three adult females with dysphonia and three adult females with normal voice quality recorded a series of nine vowels of American English in /h/-V-/d/ format (e.g., “had”). The recordings were convolved with two oral-binaural impulse responses acquired from measurements in two classrooms with 0.4 and 3.1 s of reverberation time, respectively. The stimuli were presented in a forced-choice format to 29 college students. The intelligibility and the listening easiness were significantly higher in quiet than in noisy conditions, when the speakers had normal voice quality compared to a dysphonic voice, and in low reverberated environments compared to high reverberated environments. The response time of the listener was significantly longer for speech presented in noisy conditions compared to quiet conditions and when the voice was dysphonic compared with healthy voice quality.

Original languageEnglish
Pages (from-to)2912-2920
Number of pages9
JournalJournal of the Acoustical Society of America
Volume150
Issue number4
DOIs
StatePublished - Oct 1 2021

Bibliographical note

Publisher Copyright:
© 2021 Acoustical Society of America.

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Acoustics and Ultrasonics

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