Effects of spectro-temporal modulation changes produced by multi-channel compression on intelligibility in a competing-speech task.
These experiments are concerned with the intelligibility of target speech in the presence of a background talker. Using a noise vocoder, Stone and Moore [J. Acoust. Soc. Am. 114, 1023-1034 (2003)] showed that single-channel fast-acting compression degraded intelligibility, but slow compression did not. Stone and Moore [J. Acoust. Soc. Am. 116, 2311-2323 (2004)] showed that intelligibility was lower when fast single-channel compression was applied to the target and background after mixing rather than before, and suggested that this was partly due to compression after mixing introducing "comodulation" between the target and background talkers. Experiment 1 here showed a similar effect for multi-channel compression. In experiment 2, intelligibility was measured as a function of the speed of multi-channel compression applied after mixing. For both eight- and 12-channel vocoders with one compressor per channel, intelligibility decreased as compression speed increased. For the eight-channel vocoder, a compressor that only affected modulation depth for rates below 2 Hz still reduced intelligibility. Experiment 3 used 12- or 18-channel vocoders. There were between 1 and 12 compression channels, and four speeds of compression. Intelligibility decreased as the number and speed of compression channels increased. The results are interpreted using several measures of the effects of compression, especially "across-source modulation correlation."
Stone
Michael A
MA
Department of Experimental Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, England. mas19@cam.ac.uk
Moore
Brian C J
BC
D000161:Acoustic Stimulation / Q000523:psychology*; D000328:Adult; D044962:Data Compression; D005260:Female; D006801:Humans; D008297:Male; D009622:Noise; D010470:Perceptual Masking; D010700:Phonetics; D013018:Sound Spectrography; D013065:Speech Intelligibility; D013997:Time Factors; D014706:Verbal Learning