Archivio Istituzionale della RicercaVoice disorders reduces speech intelligibility. This study evaluated the effect of noise, voice disorders and room acoustics on vowel intelligibility. Twenty-nine college students listened to 11 vowels in /h/-V-/d/ format. The speech was recorded by three adult females with dysphonia and three adult females with normal voice quality. The recordings were convolved with two oral-binaural impulse responses with 0.4 s and 3.1 s of reverberation time. The intelligibility and the listening easiness were significantly higher in quiet condition, when the speakers had normal voice quality and in low reverberated environments, while the response time of the listener was longer in noise condition.
Intelligibility of dysphonic speech in auralized classrooms / Murgia, Silvia; Puglisi, Giuseppina Emma; Sierra, Tomas E.; Ishikawa, Keiko; Astolfi, Arianna; Bottalico, Pasquale. - ELETTRONICO. - 148:(2020), pp. 2653-2653. (Intervento presentato al convegno 179th Meeting of the Acoustical Society of America tenutosi a Acoustics Virtually Everywhere nel 7-11 December 2020) [10.1121/1.5147380].
Intelligibility of dysphonic speech in auralized classrooms
Murgia, Silvia;Puglisi, Giuseppina Emma;Astolfi, Arianna;Bottalico, Pasquale
2020
Abstract
Voice disorders reduces speech intelligibility. This study evaluated the effect of noise, voice disorders and room acoustics on vowel intelligibility. Twenty-nine college students listened to 11 vowels in /h/-V-/d/ format. The speech was recorded by three adult females with dysphonia and three adult females with normal voice quality. The recordings were convolved with two oral-binaural impulse responses with 0.4 s and 3.1 s of reverberation time. The intelligibility and the listening easiness were significantly higher in quiet condition, when the speakers had normal voice quality and in low reverberated environments, while the response time of the listener was longer in noise condition.
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https://hdl.handle.net/11583/2858180