Brown Jane A, Bidelman Gavin M
School of Communication Sciences and Disorders, University of Memphis.
Institute for Intelligent Systems, University of Memphis.
Psychomusicology. 2022 Mar-Jun;32(1-2):1-6. doi: 10.1037/pmu0000284. Epub 2022 Feb 10.
"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.
“鸡尾酒会”式语音感知的研究大多使用语言噪声或非语音噪声掩蔽。很少有研究探讨听众在同时播放音乐时如何理解语音。我们使用流行歌曲来探究熟悉度以及背景音乐的不同固有属性(即独唱、乐器演奏或未经处理的歌曲)对语音识别的影响。参与者在由完整未经处理的歌曲、仅乐器演奏或仅独唱组成的熟悉和不熟悉音乐掩蔽(信噪比为-5dB)的情况下执行开放式句子识别任务。我们发现完整歌曲对识别性能的负面影响比独唱和乐器演奏更大。令人惊讶的是,音乐熟悉度也存在交互作用;知名音乐在同源完整歌曲和乐器演奏条件下会损害识别性能。我们的结果表明歌曲组成部分和熟悉度对语音识别能力有很强的影响,突出了音乐噪声的物理和心理特征在任务表现上的相互作用。当背景音乐包含有或没有独唱的乐器演奏时,熟悉度会损害语音感知。我们的研究结果对于理解在包括学术学习在内的同时进行的语言任务中背景音乐可能产生的促进(或干扰)作用具有启示意义,旨在促进学习。