The general goal of the research in this laboratory is to explore how language experience (adults vs. children, persons with and without hearing loss, native vs. non-native speakers, etc.) interacts with speech perception in various listening conditions. A study may involve acoustic analyses on speech samples, listening experiments, and auditory training.
The laboratory consists of three rooms that are furnished to test wide age range of research participants: (1) a large sound-attenuating booth equipped with a sound field system, touch-screen monitor, and a 64-channel EEG system; (2) an adjacent control room equipped with an audiometer, a PC with Lynx Two-B sound card for stimulus recording, processing, and presentation, a PC for stimulus processing and data analysis, and two Macintosh and a PC for EEG experiments and; (3) a general lab space equipped with a TV/DVD player, pediatric chairs, drawing/coloring supplies, and books to provide entertainment for young research subjects, a desk space, and a computer for general testing and use by research assistants.
Research in this laboratory is under the direction of Kanae Nishi, Ph.D.. Other BTNRH collaborators include Pat Stelmachowicz, Ph.D., Dawna Lewis, Ph.D., and Monita Chatterjee, Ph.D.
Summary of Research Program
For Clinicians and Scientists
The research projects in this laboratory are divided into two categories: 1) speech perception projects, and 2) speech acoustics projects. Speech perception projects typically explore how various variables (linguistic experience, hearing status, listening conditions, speech materials, etc.) relate to daily speech communication. Speech acoustics projects typically explore the physical characteristics of speech samples recorded by various speakers in relation to speaker characteristics (native/non-native, with and without hearing loss, adult/child, etc.).
The current emphasis is on the influence of contextual information on speech perception in noise by child and adult native speakers of English and adult non-native speakers of English. Speech communication in daily life usually occurs in the presence of background noise (other speakers, environmental noises, reverberation, etc.). Listeners compensate for the distortion in the speech signal by relying on the contextual information (topic knowledge, linguistic knowledge, etc.). The results will provide important information regarding how linguistic experience and hearing status interact with each other and how they contribute to speech communication in daily life.
School, playgrounds, restaurants, gym, stores, streets… we live in a noisy world. When you cannot hear every word someone says to you, you try to fill in the missing parts using your best guess. You may rely on the topic knowledge, grammar of the sentence, meaning of the sentence or phrase, or the general sounding of the word. If you are a young child and still learning language, if you have hearing loss, or if you do not speak English very well, you may have less ability to use context. The current project in this laboratory explores how children and non-native speakers use contextual information to understand speech in noisy environments and what differences exist between them and adult native speakers.
Professional Resources: Publication Lists
The link below opens a new window in PubMed1 in which the author’s biomedical publications are listed.
1PubMed is a service of the U.S. National Library of Medicine that includes citations from MEDLINE and other life science journals for biomedical articles back to the 1950s. PubMed includes links to full text articles and other related resources.