SPPA 6010 Review Guide

SPPA 6010 Advanced Speech Science Detailed Course Outline

Topic 1: The Speech Chain

Learning Objectives  Outline the general sequence of biological/physical events that occur from speech formulation to speech perception  Describe the different types of information content embedded within the speech signal  Know and describe the different branches of physics and biology used to inform basic mechanisms of speech production and perception

Reading Materials  Behrman, Ch. 1, 2

Additional Learning Materials  NA

Independent Learning Activity*

Physical Quantities Review

Learning Objectives  Distinguish between basic and derived quantities  Distinguish between scalar and vector quantities  Define a range of derived quantities with special emphasis on displacement, velocity, acceleration, force, pressure, intensity and their physical relationship

Reading Materials  Physical Quantities Reading (Tasko)  Behrman Chapter 2

Additional Learning Materials  Youtube video: “Tasko Speech Lab: Physical Quantities” Parts 1-3

Topic 2: Source-Filter Theory of Speech Production: An Introduction

Learning Objectives  Outline the key assumptions of the source filter theory of speech production  Distinguish between the source signal, filter characteristics, and the output signal  Provide examples of speech sound sources  Distinguish to role that different vocal tract structures play in speech sound generation and speech sound filtering

Reading Materials  Behrman, pp. 216-220  Kent, R.D. (1993) Vocal Tract Acoustics Journal of Voice (Supplemental)

Additional Learning Materials  VT Demo [software located on course disk]

SPPA 6010 Advanced Speech Science Topic 3: Source-Filter Theory: The Sound Source

Topic 3a: Physical Acoustics Review

Learning Objectives

 Outline the physical processes underlying simple harmonic motion using the mass-spring model  Describe the molecular basis of sound wave propagation  Define the key characteristics of sinusoidal motion (amplitude, frequency/period and phase)  Outline the relationship between the frequency and wavelength of a sound wave  Draw and describe time-domain and frequency-domain representation of sound  Distinguish between simple and complex sound sounds with regard to physical characteristics and graphical representations  Distinguish between periodic and aperiodic sounds with specific emphasis on terms such as fundamental frequency/period, harmonics, and overtones  Distinguish between continuous and transient sounds  Describe how waves sum, define Fourier's theorem and be able to describe the basics of Fourier analysis  Draw and differentiate the waveform and the waveform envelope  Draw and differentiate the amplitude spectrum, the phase spectrum and the spectrum envelope  Differentiate between short and long term average amplitude spectra  Describe the relationship between the amplitude spectrum, spectrum envelope and the spectrogram  Compare and contrast narrow and wide-band spectrograms  Define an acoustic filter  Draw and label a frequency response curve  Draw and differentiate different types of acoustic filters  Define terms such as cutoff frequency, center frequency, roll off rate, gain, and bandwidth  Define and draw a basic filter system and relate that to the source-filter theory of speech production  Define resonance, free and forced vibration  Outline how acoustic resonators behave like acoustic filters

Reading Materials  Hillenbrand J.M. The Physics of Sound  Behrman Ch. 3, pp. 252-260

Additional Learning Materials  ESynth [software located on course disk]  Esystem [software located on course disk]  Youtube video “Tasko Speech Lab: TF32 Acoustic Analysis Tool Part 1”  Youtube video “Tasko Speech Lab: TF32 Acoustic Analysis Tool Part 2”  Youtube video “Tasko Speech Lab: TF32 Spectrum Display Part 1”  Youtube video “Tasko Speech Lab: TF32 Spectrum Display Part 1” SPPA 6010 Advanced Speech Science

Independent Learning Activity* Digital Signal Processing

Learning Objectives  Differentiate between an analog and a digital signal  Define sampling theorem and describe how sampling frequency contributes to recording fidelity  Describe how quantization depth contributes to recording fidelity  Outline potential problems that can arise from improper sound recording and digitization  Describe how one would optimize recording quality while considering factors such as type of recording device, microphone characteristics and use, and digital sound file format Reading Materials Denes and Pinson (1993) Digital Signal Processing from The Speech Chain Additional Learning Materials AuthorStream video: “Tasko Speech Lab: New DSP”

Topic 3b: Phonation

Learning Objectives  Possess a knowledge of laryngeal anatomy sufficient to understand the biomechanics and acoustics of phonation  Describe a single cycle of vocal fold oscillation  Describe why phonation is considered “quasi-periodic”  Describe the relationship between vocal fold motion (kinematics), laryngeal aerodynamics and sound pressure wave formation  Describe and draw idealized representations of the glottal sound source  Briefly describe range of instruments used to capture phonatory behavior  Explain vocal fold motion using the 2 mass model version of the myoelastic aerodynamic theory of phonation  Describe how speakers control frequency and amplitude of vocal fold vibration  Explain what the decibel is and why it is a preferred way to quantify amplitude  Describe psychophysical attributes of pitch, loudness and quality in physiological and acoustic terms  Define terms such as speaking fundamental frequency, speaking fundamental frequency variability, harmonics (or signal) to noise ratio, jitter, shimmer, cepstrum, quefrency, and rahmonic amplitude  Explain how physical description and quantification of the phonatory signal can be informative for clinical populations

Reading Materials Behrman Ch. 5 & 6. pp. 220-222 Hillenbrand, J.M. & Houde. R.A. (1996) Acoustic correlates of breathy vocal quality: Dysphonic voices and continuous speech, JSLHR

Independent Learning Activity Youtube video: “Tasko Speech Lab: Laryngeal Anatomy Review” Parts 1-4** Youtube video: “Tasko Speech Lab: Speaking F0 Measurement” Youtube video: “Tasko Speech Lab: Voice Perturbation Analysis” SPPA 6010 Advanced Speech Science

Topic 3c: Role of Respiration in Speech Production

Learning Objectives  Posses a knowledge of respiratory anatomy sufficient to understand basic respiratory physiology and its relation to speech sound generation.  Describe how physical laws help explain how air is moved in and out of the body  Outline the functional subdivisions of the lung volume space  Compare and contrast characteristics of speech breathing and metabolic/vegetative breathing  Use the pressure-relaxation curve to explain the active and passive forces involved in controlling the respiratory system  Describe how various respiratory impairments can lead to diminished speech production abilities

Reading Materials  Behrman Ch. 4  Respiration by Tasko/Westbury

Additional Learning Materials Youtube video: “Tasko Speech Lab: Interpreting the pressure-relaxation curve”

Topic 4: Source-Filter Theory: The Vocal Tract as Filter

Topic 4a: Vowel Production and Perception

Learning Objectives Provide an articulatory phonetic description of English vowels Describe vowel production in the context of source-filter theory Calculate formant/resonant frequencies of a uniform tube based on its physical dimensions Describe how the area function of an acoustic resonator is determined Describe F1-F2 relations for English vowels with specific emphasis of the corner vowels Draw and recognize (1) wide band spectrograms, (2) spectrum envelopes, and (3) frequency response curves for the corner vowels Draw and interpret plots that relate formants values for English vowels Outline the key assumptions and parameters of the Stevens and House (1955) (hereafter SH model) articulatory model of vowel production Describe the acoustic consequences of changing SH model parameters Provide acoustic explanations for how (1) the SH model parameters influence area function and (2) how these area function changes influence acoustic (i.e. formant values) Interpret plots relating vocal tract model parameters and formant values for the SH model Describe how F1, F2, F3, F0, duration and spectral change contribute to vowel perception Outline some unresolved issues in theories of speech production and perception Apply principles of normal vowel production and perception to clinical disorders Extend principles of monophthong production and perception to diphthongs

Reading Materials Behrman: Ch. 7 SPPA 6010 Advanced Speech Science Stevens K. & House A (1955). Development of a Quantitative Description of Vowel Articulation

In addition, there is a nice tutorial paper written by Ray Kent that is posted on the website. It does a nice job of providing an overview of source-filter theory and its application to speech function.

Topic 4b: Glides and Liquids

Learning Objectives Provide articulatory descriptions of the glides and liquids. Compare and contrast glides/liquids with vowels/diphthongs in terms of articulatory, acoustic and aerodynamic features. Differentiate diphthongs and glides/liquids in terms of rate of articulatory/formant transition. Describe the typical F1 and F2 values for /w/ and /j/ and /l/. Describe typical F1, F2 and F3 values for /r/. Outline articulatory variability associated with /r/ production. Describe how /r/ is unique in terms of the key acoustic correlate of production and perception. Describe the unique vocal tract configuration for /l/ production. Provide a very general description of an anti-formant as it applies to /l/ production. Identify key acoustic features of glides/liquids in various graphical representations of speech (e.g. spectrograms). Draw stylized spectrograms of /w/, /j/ and /r/ in all positions surrounded by corner vowels. Apply the principles of normal glide/liquid production to clinical disorders.

Reading Materials Behrman: Ch. 8

Topic 4c: Nasals

Learning Objectives Describe the unique vocal tract configuration associated with nasal production. Draw a stylized vocal tract configuration for a nasal. Describe the general acoustic and aerodynamic effects of coupling the nasal cavity to the vocal tract. Define an antiformant and how it might influence the acoustic characteristics of a nasal. Describe how a nasal’s vocal tract configuration determines its acoustic features. Outline how formant transitions going into and out of nasals vary as a function of place of articulation. Identify key acoustic features of nasals in various graphical representations of speech (e.g. spectrograms). Draw stylized spectrograms of nasals surrounded by corner vowels. Briefly describe instrumental techniques for evaluating velopharyngeal function including direct visualization (nasoendoscopy), aerodynamic analysis, and acoustic analysis (nasometry).

Topic 4d: Plosives

Learning Objectives Outline the sequence of articulatory events for plosive production. Outline the sequence of aerodynamic events associated with plosive production. Outline the sequence of acoustic events associated with plosive production. SPPA 6010 Advanced Speech Science Describe the distinct sound sources that are generated during plosive production. Describe how the spectral features of the release burst contribute to plosive production and perception. Describe how closure duration contributes to plosive production and perception. Describe how voice onset time contributes to plosive production and perception. Describe how formant transitions contribute to plosive production and perception. Differentiate diphthongs, glide/liquids and nasals/plosives in terms of rate of formant transition. Identify key acoustic features of plosives in various graphical representations of speech (e.g. spectrograms). Draw stylized spectra of the release burst of various plosives. Draw a stylized waveform for a typical voiced and voiceless plosive. Draw a stylized spectrogram for plosives of various places of articulation and voicing distinction within a range of vowel contexts. Apply the principles of plosive production to clinical disorders.

Topic 4e: Fricatives and Affricates

Learning Objectives Outline the articulatory and aerodynamic and acoustic events for typical fricative production. Describe the different sound sources associated with fricative production. Draw a stylized vocal tract configuration for a typical fricative. Describe how the vocal tract configuration for fricatives influences the filtering of the sound source. Contrast how place of articulation influences acoustic features of fricatives. Contrast how voicing distinction influences the acoustic features of fricatives. Describe how sibilant (strident) fricatives differ from the other fricatives. Distinguish, from an acoustic and articulatory perspective, between stops, fricatives and affricates. Identify key acoustic features of fricatives/affricates in various graphical representations of speech (e.g. spectrograms). Draw a stylized spectrogram of a fricative or affricate in a variety of vowel and consonant contexts. Apply the principles of fricative/affricate production to clinical disorders.

Topic 5: Suprasegmentals

Learning Objectives Distinguish between segmental and suprasegmental aspects of speech. Define the acoustic correlate of intonation. Describe the types of information communicated by intonation contours. Define F0 declination and the possible explanations for its presence in speech. Define the acoustic correlates of stress. Outline the different types of stress marked in the acoustic signal. Differentiate between relative and absolute timing events within the speech signal. Provide examples of how the relative duration of speech events conveys different types of linguistic information. Define speaking rate, articulation rate, articulation time and pause time. Outline the advantages and disadvantages of different types of intelligibility measures. SPPA 6010 Advanced Speech Science Discuss how speech rate and intelligibility interact to provide information about communication. efficiency. Apply knowledge of suprasegmental aspects of speech to clinical disorders.

* Due to time constraints, these activities will not have an accompanying lecture component. It is up to you to review and learn the material. However, I am happy to provide clarifications and explanations in class for specific concepts. You just need to ask.

**NOTE: While physiology demands an understanding in basic structure, this is NOT an anatomy course. Keep this in mind as you review this material.