Auditory Scene Analysis: The Perceptual Organization of by Albert Bregman

By Albert Bregman

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"Bregman has written an immense publication, a special and demanding contribution to the speedily increasing box of advanced auditory notion. it is a significant, wealthy, and pleasing piece of labor that merits the broad viewers it really is absolute to attract."
-- Stewart H. Hulse, "Science"
Auditory Scene research addresses the matter of listening to advanced auditory environments, utilizing a sequence of inventive analogies to explain the method required of the human auditory approach because it analyzes combos of sounds to get well descriptions of person sounds. In a unified and entire approach, Bregman establishes a theoretical framework that integrates his findings with an strangely wide variety of earlier study in psychoacoustics, speech conception, track conception and composition, and computing device modeling.

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Extra resources for Auditory Scene Analysis: The Perceptual Organization of Sound

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How­ ever, I tried to put myself into the same state of naivete as a baby by working with unfamiliar verbal material-backward speech. In backward speech, words become totally unfamiliar, and even some phonemes, such as "t", change drastically. I chose 10 English words of different lengths and wrote out a long sequence of these, arranging it so that each word followed every other one equally often. This was to make sure that only the within-word contiguities of sounds oc­ curred with high frequencies, but that the frequency of transition between any particular word and the next one was not very high.

To me, evolution seems more plausible than learning as a mechanism for acquiring at least a general capability to segregate sounds. Additional learning­ based mechanisms could then refine the ability of the perceiver in more specific environments. The innate influences on segregation should not be seen as being in opposition to principles of learning. The two must collaborate, the innate influences acting to "bootstrap" the learning process. In lan­ guage, meaning is carried by words. Therefore if a child is to come to respond appropriately to utterances, it is necessary that the string be responded to in terms of the individual words that compose it.

1 9 Three years later Miller and George Heise reported a more systematic experiment on this effect. 20 They presented listeners with a rapidly repeating alternation of two tones. The rate of alternation of the tones was fixed so that the onset­ to-onset time of successive tones was 100 msec. The experience of the listener depended on the frequency separation of the tones. They re­ ported: " . . the pitch seems to move continuously up and down if the frequency difference is small. If the frequency difference is in­ creased progressively, a point is reached at which the trill seems to break; then two unrelated and interrupted tones are heard.

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