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. 2021 Sep 14;64(9):3361-3381.
doi: 10.1044/2021_JSLHR-21-00021. Epub 2021 Jul 26.

Auditory Feedback Is Used for Adaptation and Compensation in Speech Timing

Robin Karlin  1 , Chris Naber  1 , Benjamin Parrell  1   2
Affiliations

Auditory Feedback Is Used for Adaptation and Compensation in Speech Timing

Robin Karlin et al. J Speech Lang Hear Res. .

Abstract

Purpose Real-time altered feedback has demonstrated a key role for auditory feedback in both online feedback control and in updating feedforward control for future utterances. The aim of this study was to examine adaptation in response to temporal perturbation using real-time perturbation of ongoing speech. Method Twenty native English speakers with no reported history of speech or hearing disorders participated in this study. The study consisted of four word blocks, using the phrases "a capper," "a gapper," "a sapper," and "a zapper" (due to issues with the implementation of perturbation, "gapper" was excluded from analysis). In each block, participants completed a baseline phase (30 trials of veridical feedback), a ramp phase (feedback perturbation increasing to maximum over 30 trials), a hold phase (60 trials with perturbation held at maximum), and a washout phase (30 trials, feedback abruptly returned to veridical feedback). Word-initial consonant targets (voice onset time for /k, g/ and fricative duration for /s, z/) were lengthened, and the following stressed vowel (/æ/) was shortened. Results Overall, speakers did not adapt the production of their consonants but did lengthen their vowel production in response to shortening. Vowel lengthening showed continued aftereffects during the early portion of the washout phase. Although speakers did not adapt absolute consonant durations, consonant duration was reduced as a proportion of the total syllable duration. This is consistent with previous research that suggests that speakers attend to proportional durations rather than absolute durations. Conclusion These results indicate that speakers actively monitor proportional durations and update the temporal dynamics of planning units extending beyond a single segment.

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Figures

Figure 1.
Figure 1.
Examples of the input (top) and output (bottom) signals from the hold phase, including the lag between signals: (a) “a capper,” (b) “a sapper,” and (c) “a zapper.” Target segment durations are given in milliseconds below the spectrograms. Rectangles above the durations in the input signal indicate the time warp periods: Black indicates the signal that underwent time dilation; unfilled indicates the hold period; gray indicates the catch-up period. Dynamic range in the spectrogram has been set to make segment boundaries clearly visible; the additional noise visible in the output signal is due to the inclusion of white noise in playback to mask participants from hearing their true, unaltered speech.
Figure 2.
Figure 2.
Change from baseline in consonant target duration. (a) By phase, averaged across participants (means ± standard error), including only data used in the model. (b) Behavior throughout the experiment, where each data point represents five trials, averaged across participants (means ± standard error). The dashed line indicates the beginning of the ramp phase, and the shaded area indicates the hold phase.
Figure 3.
Figure 3.
Change from baseline in /æ/ duration. (a) By phase, averaged across participants (means ± standard error); stars indicate that that phase is significantly different from baseline for that word. (b) Behavior throughout the experiment, where each data point represents five trials, averaged across participants (means ± standard error). Note the consistency in vowel lengthening across participants, compared to the highly variable consonant target behavior.
Figure 4.
Figure 4.
Change from baseline of proportion consonant target in initial consonant–vowel–consonant (CVC) syllable. (a) Averaged across participants (means ± standard error); stars indicate that that phase is significantly different from baseline for that word. (b) Behavior throughout the experiment, where each data point represents five trials, averaged across participants (means ± standard error).
Figure 5.
Figure 5.
Change from baseline in /p/ duration. (a) By phase, averaged across participants (means ± standard error); stars indicate that that phase is significantly different from baseline for that word. (b) Behavior throughout the experiment, where each data point represents five trials, averaged across participants (means ± standard error).
Figure 6.
Figure 6.
Change from baseline in /ɚ/ duration. (a) By phase, averaged across participants (means ± standard error); stars indicate that that phase is significantly different from baseline for that word. (b) Behavior throughout the experiment, where each data point represents five trials, averaged across participants (means ± standard error).
Figure A1.
Figure A1.
Changes in consonant target duration, by participant. Dashed lines indicate insufficient perturbation.
Figure A2.
Figure A2.
Changes in vowel duration, by participant. Dashed lines indicate insufficient perturbation.
Figure A3.
Figure A3.
Changes in proportion consonant target, by participant. Dashed lines indicate insufficient perturbation (either consonant target or vowel target).
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