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Speech Science > Final Exam 2016 > Flashcards

Final Exam 2016 Flashcards

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1
Q

Source Filter Theory - Source spectrum

A

quasi-periodic sound source created by vocal fold vibration

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2
Q

Source Filter Theory- Transfer function (vocal tract filter) spectrum

A

selectively passes energy in the harmonics of the sound source

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3
Q

Source Filter Theory - radiation characteristic spectrum

A

sound is radiated beyond the mouth into the atmosphere (high pass filter); the sound output increases by 6dB per octave

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4
Q

Source Filter Theory - resulting sound pressure spectrum

A

the product of the source spectrum (U), transfer function spectrum (T), and radiation characteristic spectrum (R)

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5
Q

Quarter Wave Resonator

A

a resonating tube that is open at one end and closed at the other; lowest resonant frequency (formant) has a wavelength that is 4x the length of the tube

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6
Q

formant frequency

A

a concentration of acoustic energy around a particular frequency in a speech wave

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7
Q

formula for formant frequencies of quarter wave resonators

A

odd multiples, 1x500 Hz = 500Hz (F1); 3x500Hz=1500Hz (F2); 5x500Hz=2500Hz (F3)

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8
Q

what happens to formant freq. when the tube is lengthened?

A

the longer the tube (or vocal tract), the lower the formant freq.

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9
Q

How are standing waves produced?

A

wave produced when sound pressure waves of the same freq. and amplitude are traveling in opposite directions

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10
Q

Nodes & how they relate to standing waves

A

region in the resonating vocal tract where the particles vibrate at maximum amplitude and pressure is at its minimum

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11
Q

Antinodes & how they relate to standing waves

A

a region in the resonating vocal tract where particle vibration is minimized and pressure is maximized

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12
Q

Perturbation Theory

A

constriction of the tube near a node or antinode for a particular formant alters the freq. of the formant (can predict formant freq. changes resulting from constrictions in a tube)

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13
Q

constriction near node

A

lowers formant freq.

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14
Q

constriction near antinode

A

raise formant freq.

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15
Q

Changes in F1 are related to changes in…?

A

tongue height & oral cavity volume

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16
Q

changes in F2 are related to changes in…?

A

tongue advancement & pharyngeal cavity volume

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17
Q

components of spectrograph: x-axis, y-axis, darkness?

A

x-axis = time; y-axis = freq., darkness = intensity

18
Q

acoustic cues: front vowels

A

large separation between F1 and F2, relatively close positioning of F2 and F3

19
Q

acoustic cues: back vowels

A

small separation between F1 and F2, large difference between F2 and F3

20
Q

acoustic cues: central vowels

A

uniform formant pattern

21
Q

acoustic cues: dipthongs

A

formant trajectory that begins with the formant frequencies of the onglide and ends with the formant frequency of the offglide

22
Q

acoustic cues: stops

A

silent gap, release burst, aspiration, formant transition

23
Q

acoustic cues: fricatives

A

friction, noise, transitions, voicing

24
Q

acoustic cues: affricates

A

stop gap followed by intense friction

25
Q

acoustic cues: glides

A

gradual formant transition that is quicker than that of dipthongs

26
Q

acoustic cues: liquids

A

steady state and transition, /l/ has anti formant, prolonged

27
Q

acoustic cues: nasals

A

murmur, weak energy

28
Q

coarticulation

A

the concept that the articulators are continually moving into position for other segments over a stretch of speech

29
Q

assimilation

A

result of coarticulation; modification in the audible characteristics of a phone due to characteristics of another phone in the utterance, **example: ice cream -> I scream

30
Q

How do suprasegmental features affect speech in context?

A

varies intensity levels to express different moods, feelings and attitudes; intonation, tone, duration, stress, rate, juncture

31
Q

how do male voices differ from female voices?

A

women’s voices are: breathy, weak, more glottal leakage, vocal folds are open longer during each glottal cycle, higher FF (less mass), wider range of FF, steeper spectral slope, more noise fill in inter-formant regions, higher formant freq., larger formant bandwidth

32
Q

Information Processing Model

A

sensory registers (sensory memory): visual & auditory

33
Q

Information processing model: short term memory

A

chunking, rehearsal, mnemonics (peg method: one is a bun…)

34
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Templates

A

we store exact mental copies of acoustic patterns for a given phonetic event

35
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Prototypes

A

a hypothesized “best instance” or ideal form of a template, incoming stimuli are compared against these ideal representations and the closest match is selected, a particular formant pattern would serve as the prototype against which incoming formant patterns would be compared

36
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Feature Analysis

A

considered the defining attributes of an element to be recognized

37
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Higher Order Variables

A

acoustic events are uniquely specified by time-varying complex properties

38
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Innate systems

A

invariant cues are identified by innate mechanisms; we are born with the ability to achieve perceptual constancy; result of evolutionary adaptations

39
Q

Theoretical Directions to Account for the Problems of Acoustic Invariance: Connectionist Networks

A

parallel distributed processing (pdp); behavior can be modeled with networks that involve large numbers of interconnected units; network learns the structure by adjusting energy levels among units until the output of the system matches the input

40
Q

McGurk effect

A

demonstrates an interaction between hearing and vision in speech perception. The illusion occurs when the auditory component of one sound is paired with the visual component of another sound, leading to the perception of a third sound. “ba da ga” example in class

Speech Science (1 decks)

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