Psych 463 Sensation and Perception
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Psych 463 Sensation and Perception
Dr. Swift
Eleventh Assignment (Speech and Sound Localization)
- This question requires that you record speech samples using the program Praat that you used for the earlier assignment on sound. To record, select “New”, “Record Mono Sound”. You will need either a microphone, a headset with a microphone, or a built-in microphone (which most laptops have). If none of these are feasible, then you can contact me, and I will set you up on a computer in my lab. For all recordings, try to minimize blank time.
When you record sounds, make sure that the 44100 Sampling Frequency is selected
Save each sound recording as a .wav file, and attach the file to the assignment in Canvas.
Once you have your sound, don’t forget to Click “Edit” to get the spectrogram. Note that the spectrogram is the graph in the bottom half of the window, and this is the one you should be focusing on. If your spectrogram has red curves marking the formants, like the following, you can click the Formant pull down menu to toggle “Show Formants”” off.
Select “Spectrogram Settings” from the Spectrum pull-down menu, and set the upper limit to 5000 as seen below:
Copy (Alt-PrintScreen or Fn- Alt-PrintScreen for some laptops) and paste the spectrogram into the document. You can then use the drawing features if you like to point an arrow to the places that you are referring to in your answers.
- Record /pa/ /ba/. Select edit to look at the sound spectrogram (lower portion of the graph).
- First highlight (drag cursor with left mouse button down) and cut most of the balnk space in your recording.
- Highlight on the graph the portion of /pa/ that corresponds to the delayed voicing onset
iii. Read off the measure the duration of the delayed voicing onset (duration of highlighted area). In my example below, the highlighted portion of the delayed voicing onset for /pa/ is .043 seconds or 43 ms. You may have to zoom in on the highlighted area for the number of seconds to show.
- Record boe – doe (as in “bow-tie” and “doe, a deer”, or other sound combinations that differ only on place of articulation, like dee – bee or pea – key). The steady-state part of the formant should be identical. Mark and describe the beginning of the second formant for each syllable.
- Record dee – day- deh (as in deck) – doo – doe – da (as in dad) – and /d^/ (as in duck). Copy and paste your graphs, as I did below for /dee/. Look particularly at the beginning—i.e. the /d/ part. The point is that there is no consistent acoustic “thumbprint” for /d/–i.e. nothing at the beginning of each syllable is consistent for all /d’s/. For simplicity, though, focus on the beginning of the second formant for each syllable, and complete the following table, putting a check mark in the appropriate column for each syllable:
I have recorded “dee” and done the first row as an example. The arrow indicates the beginning of the second formant. Note that your voice may well give somewhat different results.
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Starting f of 2nd formant |
Sharply falls |
Falls |
level |
rises |
Sharply rises |
dee |
1500 Hz |
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day |
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deh |
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doo |
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doe |
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da |
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d^ |
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- Record shhh – ssss. Try to equalize the intensities, probably by attempting to say ssss more loudly. You will need to change the high frequency range to see the difference. Select the “Spectrum” pull, down menu, then “Spectrogram Settings, then set the high value of the range to 20,000 Hz. Attach the spectrogram at the end.. What distinguishes the two sounds? (HINT: Look at the high-frequency energy at each word). Note that in speech, unlike sounds in general, small differences in the physical energy can sound very different.
(over)
- Do the following sound localization demo. You will need two accomplices. Three people should stand in a line, with the middle person about 5 to 10 feet away from the other two. The middle person (preferably you) should be facing one of the other two people, so that the sound will either be coming from the front or from the back, and the other two should be facing each other. This works better outside (to avoid sound reflections off of walls), but can be done inside if weather does not permit. The person in the middle should have their eyes closed. One of the two outside people should be in charge of indicating which of the two will make a sound (like a clap or finger snap, etc.) Vary the sounds and the person making them randomly. See if the person in the middle can tell who made the sound. Repeat ten times. Probably you can do this successfully most of the time, but occasionally you will make a mistake. However, this may not be the case–report on what happens. Now repeat the procedure with the person in the middle holding his/her hands firmly over his/her ears. They should still be able to hear the sound. Report on how many errors are made now. Account for your results with reference to the Head-related Transfer Function (HRTF).
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Ears Uncovered |
Ears Covered |
Number Right |
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Number Wrong |
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Discussion of Results:
- (Optional Extra Credit). If you have a video camera and some video editing skills, try to create a video of someone saying /fa/, but dub in /ba/ instead. Report on what you hear (or better yet someone else hears) when watching the video vs. just listening. Please attach a short digital file of the video.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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