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Cognition & Amplification

kaori avatar
kaori
120 diapositives · 1.3K Views · Aug 07, 2014

Real-time speech understanding transcends mere word recognition; it's the ability to extract meaningful information from ongoing conversations naturally and effortlessly. This intricate cognitive process involves multiple cues such as word frequency, stress patterns, acoustic signals, and contextual information. In complex environments with distractions or competing voices, the brain excels at segregating and analyzing auditory scenes. Factors like age-related changes, hearing loss, and varying levels of attention impact our listening efficiency, making this an essential focus for improving communication skills, especially in the elderly.

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Cognition & Amplification
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  1. Cognition & Amplification

  2. Speech Understanding: A Cognitive Process

  3. Real-timeSpeech Understanding • More than word recognition • The ability to extract meaningful information from on-going conversation • On-going, real-time • Normally effortless • Externally Paced

  4. Multiple Cue Speech Processing Word Frequency Stress Pattern Acoustic Information Phonemic Cues Gesture Situational Cues Sentence Structure Speech Understanding

  5. XXX

  6. Auditory Scene Analysis& Stream Segregation

  7. Task:Getting target speech out of a mixed signal

  8. Noise?

  9. Complex Environments Multiple talkers Movement Stable, non-speech sources Unstable, non-speech sources Distractions Shifting focus A little bit of everything

  10. How good is the brain?

  11. Before caller I.D. . . .

  12. Mind Reading . . .

  13. Party survival skills. . .

  14. Streaming Examples • Mixed Same Voice (Female) • Mixed Same Voice (Male) • Mixed Different Voices

  15. Natural Voice Separation & Tracking: • Fundamental Frequency • Harmonic Structure • Supra-segmentals • Visual Cues • Linguistics • Loudness • Location • Timbre • Rate • etc.

  16. How does the brain get the job done?

  17. The brain strives to organize

  18. Bregman, 1981

  19. Bregman, 1981

  20. Kubovy & Van Valkenburg, 2001

  21. Audibility Model

  22. Picket Fence D. Brungart & colleagues Wright-Patterson AFB

  23. Level Time

  24. Level Time

  25. Level Time

  26. Level Time

  27. Level Time

  28. Level Time

  29. Level Time

  30. Ignoring takes effort

  31. Linguistic competition: Hardest to suppress

  32. T.M.B.

  33. Communication Difficulties in the Elderly Hearing is not independent of the rest of the nervous system

  34. Which Skills Are Affected? motor skills sensory sensitivity & acuity short term memory sensory-motor reaction time processing & decision speed selective attention Which Skills are Retained? Long-term memory (recall) intelligence linguistic skills Normal Aging

  35. Neural Slowing

  36. Real-timeSpeech Understanding • More than word recognition • The ability to extract meaningful information from on-going conversation • On-going, real-time • Normally effortless • Externally Paced

  37. Sensorineural Hearing Loss Loss of the ability to organize sound

  38. Multiple Cue Speech Processing Word Frequency Stress Pattern Acoustic Information Phonemic Cues Gesture Situational Cues Sentence Structure Speech Understanding

  39. Efficient Speech Processing • Anticipatory Processing • “Sorting” • Identify potential candidates. . . • . . .eliminate what does not fit

  40. Natural Voice Separation & Tracking: • Fundamental Frequency • Harmonic Structure • Supra-segmentals • Visual Cues • Linguistics • Loudness • Location • Timbre • Rate • etc.

  41. Listening is normally automatic, effortless.

  42. Speech Understanding & Listening Effort

  43. High Normal Hearing Low

  44. High Normal Hearing SNHL Low

  45. High Understanding Low Effort Effort Low High

  46. High Understanding Low SNHL Effort Effort Low High

  47. High Understanding Low SNHL Effort Effort Low High

  48. SNHL: many more listening situations require effort to hear and understand

  49. Use of Context by the Elderly(Schum & Matthews, 1992) High Context: “The watchdog gave a warning growl” High Context Score Scores below the line: Poor use of Contextual Cues Low Context “John was talking about the growl” Low Context Score