Subjects identified concurrent synthetic vowel pairs that differed in relative amplitude and fundamental frequency (F 0). Subjects were allowed to report one or two vowels for each stimulus, rather than forced to report two vowels as was the case in previously reported experiments of the same type. At all relative amplitudes, identification was better at a fundamental frequency difference (⌬F 0) of 6% than at 0%, but the effect was larger when the target vowel amplitude was below that of the competing vowel ͑Ϫ10 or Ϫ20 dB͒. The existence of a ⌬F 0 effect when the target is weak relative to the competing vowel is interpreted as evidence that segregation occurs according to a mechanism of cancellation based on the harmonic structure of the competing vowel. Enhancement of the target based on its own harmonic structure is unlikely, given the difficulty of estimating the fundamental frequency of a weak target. Details of the pattern of identification as a function of amplitude and vowel pair were found to be incompatible with a current model of vowel segregation.
Perceptual sensitivity to temporal modification in two consecutive speech segments was measured in word contexts to explore the following two questions: (1) whether there is an interaction between multiple segmental durations, and (2) what aspect of the stimulus context determines the perceptually salient temporal markers? Experiment 1 obtained acceptability ratings for words with temporal modifications. The results showed that the compensatory change in duration of a vowel (V) and its adjacent consonant (C) is not perceptually so salient as expected for the simultaneous modifications in the two segments. This finding suggests the presence of a time perception range wider than a single segment (V or C). The results of experiment 1 also showed that rating scores for compensatory modification between V and C do not depend on the temporal order of modified pairs (VC or CV), but rather on the loudness difference between V and C; the acceptability decreased when the loudness difference between V and C became high. This suggests that perceptually salient markers locate around major jumps in loudness. The second finding, the dependence on the loudness jump, was replicated in experiment 2, which utilized a detection task for temporal modifications on nonspeech stimuli modeling the time-loudness features of the speech stimuli. Experiment 3 further investigated the influence of the temporal order of V and C by utilizing the detection task for the speech stimuli instead of the acceptability ratings.
To investigate mechanisms for perceiving the duration of an auditory event, an effect of perceptual grouping upon perceived duration was studied psychophysically. In the first experiment, the perceived duration of a spoken word was measured under three conditions of acoustic continuity (i.e., (a) intact, (b) noise-replaced, and (c) gap-replaced) as a function of the duration of the target stimulus. Under the noise-replaced condition, a portion of the target stimulus was physically replaced with a noise burst. Under the gapreplaced condition, the replacement was made with a gap. The gap-replacement resulted in a prominent shrinkage of the perceived duration. In the case of noise-replacement, the amount of shrinkage was moderate but highly significant, although the word employed was perceived to be phonetically intact. Independent of this effect of replacement, the amount of shrinkage was also affected by the physical duration of the target stimulus. The second experiment tested an effect of noise replacement on the perceived duration of a tone burst. In this case, the noise replacement also shrunk the perceived duration of the non-speech stimulus. This noise-induced shrinkage could be regarded as being general for the auditory duration. The phenomenon is discussed in relation to a revised model for perceived duration.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.