歌曲属性和熟悉度影响音乐噪声下的语音识别。

IF 0.6 0 MUSIC Psychomusicology Pub Date : 2022-03-01 DOI:10.1037/pmu0000284
Jane A Brown, Gavin M Bidelman
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引用次数: 4

摘要

“鸡尾酒会”的语音感知主要是使用语言或非语言噪声掩蔽器来研究的。很少有研究涉及听众如何在同步音乐中理解语音。我们使用流行歌曲来探索熟悉度和背景音乐的不同固有属性(即,孤立的人声,孤立的乐器或未处理的歌曲)对语音识别的影响。参与者在熟悉和不熟悉的音乐掩蔽器(信噪比为-5 dB)面前进行了一个开放设置的句子识别任务,这些音乐掩蔽器由完整的未处理歌曲组成,只有乐器,或者只有人声。我们发现,完整的歌曲对识别性能的负面影响比孤立的人声和乐器更大。令人惊讶的是,对音乐的熟悉程度也有相互作用;知名音乐在相应的全曲和器乐条件下受损表现。我们的研究结果表明,歌曲成分和熟悉程度对语音识别能力有很强的影响,突出了音乐噪音的生理和心理特征对任务表现的相互作用。当背景音乐的特点是乐器有或没有人声时,熟悉程度会损害语言感知。我们的研究结果对于理解背景音乐在并发语言任务中可能的促进(或干扰),包括在试图促进学习的学术研究中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Song Properties and Familiarity Affect Speech Recognition in Musical Noise.

"Cocktail party" speech perception is largely studied using either linguistic or nonspeech noise maskers. Few studies have addressed how listeners understand speech during concurrent music. We used popular songs to probe the effects of familiarity and different inherent properties of background music (i.e., isolated vocals, isolated instruments, or unprocessed song) on speech recognition. Participants performed an open-set sentence recognition task in the presence of familiar and unfamiliar music maskers (-5 dB signal-to-noise ratio [SNR]) composed of the full unprocessed song, only the instrumentals, or only the vocals. We found that full songs negatively affected recognition performance more so than isolated vocals and instrumentals. Surprisingly, there was also an interaction with music familiarity; well-known music impaired performance in the homologous full song and instrumental conditions. Our results show strong effects of song component and familiarity on speech recognition ability, highlighting interactions between both physical and psychological characteristics of musical noise on task performance. Familiarity impairs speech perception when background music features the instrumentals with or without the vocals. Our findings have implications for understanding the possible facilitation (or interference) of background music during concurrent linguistic tasks including academic study in attempts to promote learning.

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来源期刊
Psychomusicology
Psychomusicology Multiple-
自引率
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发文量
13
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