Role of Bone Conduction in the Self-Perception of Speech

Maurer, Dieter; Landis, Théodor

doi:10.1159/000266070

Cited by 41 publications

(34 citation statements)

References 7 publications

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“…Recognition of voice as self has been reported to be very accurate (e.g., Maurer and Landis, 1990;Kaplan et al, 2008), which indicates that we are sensitive to the acoustic characteristics of our voice. Many dynamic acoustic cues can be used for voice identity but some cues such as ones that reflect the speaker specific morphology of the vocal tract cannot be controllable.…”

Section: Discussionmentioning

confidence: 84%

Modulation of auditory-motor learning in response to formant perturbation as a function of delayed auditory feedback

Mitsuya

Munhall

Purcell

2017

The Journal of the Acoustical Society of America

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The interaction of language production and perception has been substantiated by empirical studies where speakers compensate their speech articulation in response to the manipulated sound of their voice heard in real-time as auditory feedback. A recent study by Max and Maffett [(2015). Neurosci. Lett. 591,[25][26][27][28][29] reported an absence of compensation (i.e., auditory-motor learning) for frequency-shifted formants when auditory feedback was delayed by 100 ms. In the present study, the effect of auditory feedback delay was studied when only the first formant was manipulated while delaying auditory feedback systematically. In experiment 1, a small yet significant compensation was observed even with 100 ms of auditory delay unlike the past report. This result suggests that the tolerance of feedback delay depends on different types of auditory errors being processed. In experiment 2, it was revealed that the amount of formant compensation had an inverse linear relationship with the amount of auditory delay. One of the speculated mechanisms to account for these results is that as auditory delay increases, undelayed (and unperturbed) somatosensory feedback is given more preference for accuracy control of vowel formants.

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Section: Discussionmentioning

confidence: 84%

Modulation of auditory-motor learning in response to formant perturbation as a function of delayed auditory feedback

Mitsuya

Munhall

Purcell

2017

The Journal of the Acoustical Society of America

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“…Further, ANOVA analysis was applied using the "similar stranger" and "dissimilar stranger" categories as an additional "between subjects" factor. Because we were afraid that similarity of pitch and duration of utterances within a participant pair could change (i.e., some utterances could sound similar while other utterances sounded dissimilar), for the purpose of analysis, both pitch and duration similarities were treated as both a "between subjects" factor and a "within subjects" factor (i.e., they were analyzed twice) 12 . Also note that there were only tiny differences in prosodic expression between paired participants.…”

Section: Resultsmentioning

confidence: 99%

“…Prosodic and lexical similarity were found to be correlated with information transmission quality, and spectral envelope similarity was also found to have a weak but significant correlation with map task performance. These results surprised us, because it is well known that the perception of one's own voice involves a mixture of air conduction and bone conduction [12], meaning that our perception of our recorded voice differs from our daily perception of our own voices. In fact, we rarely perceive our own voice to be familiar when heard on a recording.…”

Section: Introductionmentioning

confidence: 82%

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Impact of acoustic similarity on efficiency of verbal information transmission via subtle prosodic cues

Chen

Kitaoka

Takeda

2016

J AUDIO SPEECH MUSIC PROC.

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In this study, we investigate the effect of tiny acoustic differences on the efficiency of prosodic information transmission. Study participants listened to textually ambiguous sentences, which could be understood with prosodic cues, such as syllable length and pause length. Sentences were uttered in voices similar to the participant's own voice and in voices dissimilar to their own voice. The participants then identified which of four pictures the speaker was referring to. Both the eye movement and response time of the participants were recorded. Eye tracking and response time results both showed that participants understood the textually ambiguous sentences faster when listening to voices similar to their own. The results also suggest that tiny acoustic features, which do not contain verbal meaning can influence the processing of verbal information.

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“…But when we hear our recorded voice (or the recorded voices of other people talking normally), the sound waves reach our ears only by air conduction. When the sound of our voices is received by both bone conduction and air conduction, the lower frequencies are strengthened, and, as a result, we hear a somewhat distorted version of our own voices Maurer & Landis, 1990;Tonndorf, 1972). Due to this phenomenon, Yeager (1966) conducted a study in which she examined the effect of recorded self-voice on learning with two different presentations (air and bone conduction).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Listening to Recordings of One’s Voice on Attentional Bias and Auditory Verbal Learning

Daryadar

Raghibi

2015

IJPS

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Previous studies have shown that exposure to recording of one's own voice can cause a negative reaction. This reaction may affect one's attentional system and auditory verbal learning rate. The aim of this study was to assess the effect of listening to recordings of one's own voice on attentional bias in one experiment and to assess the effect on auditory verbal learning in a second experiment. The present study was an experimental study that was designed and conducted as two separate experiments. Fifty-five subjects participated in the first experiment to investigate the effect of listening to recordings of one's own voice on attentional bias. The auditory Stroop test was performed on a computer with two different voices, i.e., 1) the recorded voice of another person and 2) a recording of the participant's own voice. The average reaction time of the participants was compared for the two recordings. Sixty-one subjects participated in the second experiment to assess the effect of listening to a recording of one's own voice on auditory verbal learning. The 61 subjects were divided randomly into two groups, i.e., an experimental group (31 participants) and a control group (30 participants). The Rey auditory verbal learning test (RAVLT, Persian version) was used with two different recordings, i.e., recordings of the participants' own voices for the experimental group and recordings of another person's voice for the control group. The mean scores of the two groups were compared for each trial.The comparison of the participants' mean of reaction time, which was measured twice in the experimental group, showed a significant difference. The comparison of participants' mean scores between the two groups in the second experiment, showed a significant difference only in the first trial (word span), and no significant difference was found in the other trials. The findings of the study showed that listening a recording of one's own voice caused attentional bias. Also, listening to a recording of one's own voice resulted in less auditory verbal learning in word span than listening to the recorded voice of another person.

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Role of Bone Conduction in the Self-Perception of Speech

Cited by 41 publications

References 7 publications

Modulation of auditory-motor learning in response to formant perturbation as a function of delayed auditory feedback

Modulation of auditory-motor learning in response to formant perturbation as a function of delayed auditory feedback

Impact of acoustic similarity on efficiency of verbal information transmission via subtle prosodic cues

The Effect of Listening to Recordings of One’s Voice on Attentional Bias and Auditory Verbal Learning

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