Intelligible speech encoded in the human brain stem frequency-following response

Galbraith, Gary C.; Arbagey, Paul W.; Branski, Renee; Comerci, Nelson; Rector, Pollyanna M.

doi:10.1097/00001756-199511270-00021

Cited by 135 publications

(100 citation statements)

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“…The harmonic portion of the speech stimulus gives rise to the frequency-following response (FFR, waves D, E, and F) [1,[4][5][6]. Also the period difference between the response peaks D, E, F corresponds to the wavelength of the Fundamental frequency (F0) and a Fourier analysis of this portion of the response confirms a spectral peak at the frequency of F0 and also a spectral peak at first formant frequency (F1) [1,6].…”

Section: Introductionmentioning

confidence: 93%

Speech Evoked Auditory Brainstem Responses: A New Tool to Study Brainstem Encoding of Speech Sounds

Sinha

Basavaraj

2010

Indian J Otolaryngol Head Neck Surg

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The neural encoding of speech sound begins in the auditory nerve and travels to the auditory brainstem. Non speech stimuli such as click or tone bursts stimulus are used to check the auditory neural integrity routinely. Recently Speech evoked Auditory Brainstem measures (ABR) are being used as a tool to study the brainstem processing of Speech sounds. The aim of the study was to study the Speech evoked ABR to a consonant vowel (CV) stimulus. 30 subjects with normal hearing participated for the study. Speech evoked ABR were measured to a CV stimulus in all the participants. The speech stimulus used was a 40 ms synthesized/da/sound. The consonant and vowel portion was analysed separately. Speech evoked ABR was present in all the normal hearing subjects. The consonant portion of the stimulus elicited peak V in response waveform. Response to the vowel portion elicited a frequency following response (FFR). The FFR further showed a coding of the fundamental frequency (F0) and the first formant frequency (F1). The results of the present study throw light on the processing of speech in brainstem. The understanding of speech evoked ABR has other applications both in research as well as in clinical purposes. Such understanding is specially important if one is interested in studying the central auditory system function.

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Section: Introductionmentioning

confidence: 93%

Speech Evoked Auditory Brainstem Responses: A New Tool to Study Brainstem Encoding of Speech Sounds

Sinha

Basavaraj

2010

Indian J Otolaryngol Head Neck Surg

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“…The brainstem-evoked response to a brief sound (ABR) is the neural snapshot of the stimulus, faithfully representing the stimulus onset, its fundamental frequency, and harmonics (Moushegian et al, 1973;Boston and Møller, 1985;Galbraith et al, 1995). The speech-ABR is an objective measure, which can be reliably measured at the individual subject level (Russo et al, 2004;Johnson et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Brainstem Timing: Implications for Cortical Processing and Literacy

Banai¹,

Nicol²,

Zecker³

et al. 2005

J. Neurosci.

174

151

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The search for a unique biological marker of language-based learning disabilities has so far yielded inconclusive findings. Previous studies have shown a plethora of auditory processing deficits in learning disabilities at both the perceptual and physiological levels. In this study, we investigated the association among brainstem timing, cortical processing of stimulus differences, and literacy skills. To that end, brainstem timing and cortical sensitivity to acoustic change [mismatch negativity (MMN)] were measured in a group of children with learning disabilities and normal-learning children. The learning-disabled (LD) group was further divided into two subgroups with normal and abnormal brainstem timing. MMNs, literacy, and cognitive abilities were compared among the three groups. LD individuals with abnormal brainstem timing were more likely to show reduced processing of acoustic change at the cortical level compared with both normal-learning individuals and LD individuals with normal brainstem timing. This group was also characterized by a more severe form of learning disability manifested by poorer reading, listening comprehension, and general cognitive ability. We conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of reduced cortical sensitivity to acoustic change and to deficient literacy skills. These findings suggest that abnormal brainstem timing may serve as a reliable marker of a subgroup of individuals with learning disabilities. They also suggest that faulty mechanisms of neural timing at the brainstem may be the biological basis of malfunction in this group.

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“…In contrast, CM occurs almost simultaneously after a sound reaches the tympanic membrane. The delay in response reassures that the ABRs that are recorded from the scalp are of neural origin not the CM (Galbraith et al, 1995).…”

Section: Motivationmentioning

confidence: 65%

“…In fact, the speech-evoked ABR is sufficiently "speech-like" that if played back as an audio signal, it can be heard intelligibly as speech (Galbraith et al, 1995). What makes ABRs different from the cochlear microphonic (CM), that was first observed by Weaver and Bray in 1930, is the fact that unlike the CM, ABRs occur several milliseconds after the stimulus is applied (Galbraith et al, 1995). In contrast, CM occurs almost simultaneously after a sound reaches the tympanic membrane.…”

Section: Motivationmentioning

confidence: 99%

“…These responses follow different components in the speech stimulus, and so are "speech-like", with a fundamental frequency, harmonics etc. They can even be understood as intelligible speech when converted into audio signals (Galbraith et al, 1995). The speech-evoked ABR to a steady-state vowel, the stimulus used for this study consists of an initial transient response followed by a sustained response.…”

Section: The Speech-evoked Auditory Brainstem Responsementioning

confidence: 99%

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Automatic Recognition of Speech-evoked Brainstem Responses to English Vowels

Samimi

Forouzanfar

Dajani

2015

Modelling, Identification and Control / 827: Computational Intelligence

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The objective of this study is to investigate automatic recognition of speech-evoked auditory brainstem responses (speech-evoked ABR) to the five English vowels (/a/, /ae/, /ao (ɔ)/, /i/ and /u/). We used different automatic speech recognition methods to discriminate between the responses to the vowels. The best recognition result was obtained by applying principal component analysis (PCA) on the amplitudes of the first ten harmonic components of the envelope following response (based on spectral components at fundamental frequency and its harmonics) and of the frequency following response (based on spectral components in first formant region) and combining these two feature sets. With this combined feature set used as input to an artificial neural network, a recognition accuracy of 83.8% was achieved. This study could be extended to more complex stimuli to improve assessment of the auditory system for speech communication in hearing impaired individuals, and potentially help in the objective fitting of hearing aids.iii

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Intelligible speech encoded in the human brain stem frequency-following response

Cited by 135 publications

References 0 publications

Speech Evoked Auditory Brainstem Responses: A New Tool to Study Brainstem Encoding of Speech Sounds

Speech Evoked Auditory Brainstem Responses: A New Tool to Study Brainstem Encoding of Speech Sounds

Brainstem Timing: Implications for Cortical Processing and Literacy

Automatic Recognition of Speech-evoked Brainstem Responses to English Vowels

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