The Perception of Concurrent Sound Objects in Harmonic Complexes Impairs Gap Detection

Autor/inn/en	Leung, Ada W. S.; Jolicoeur, Pierre; Vachon, Francois; Alain, Claude
Titel	The Perception of Concurrent Sound Objects in Harmonic Complexes Impairs Gap Detection
Quelle	In: Journal of Experimental Psychology: Human Perception and Performance, 37 (2011) 3, S.727-736 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0096-1523
DOI	10.1037/a0021932
Schlagwörter	Acoustics; Auditory Perception; Attention; Context Effect; Young Adults + Suchen Sie Ihr Suchwort? Akustik; Auditive Wahrnehmung; Akustische Wahrnehmung; Aufmerksamkeit; Young adult; Junger Erwachsener
Abstract	Since the introduction of the concept of auditory scene analysis, there has been a paucity of work focusing on the theoretical explanation of how attention is allocated within a complex auditory scene. Here we examined signal detection in situations that promote either the fusion of tonal elements into a single sound object or the segregation of a mistuned element (i.e., harmonic) that "popped out" as a separate individuated auditory object and yielded the perception of concurrent sound objects. On each trial, participants indicated whether the incoming complex sound contained a brief gap or not. The gap (i.e., signal) was always inserted in the middle of one of the tonal elements. Our findings were consistent with an object-based account in which perception of two simultaneous auditory objects interfered with signal detection. This effect was observed for a wide range of gap durations and was greater when the mistuned harmonic was perceived as a separate object. These results suggest that attention may be initially shared among concurrent sound objects thereby reducing listeners' ability to process acoustic details belonging to a particular sound object. These findings provide new theoretical insight for our understanding of auditory attention and auditory scene analysis. (Contains 4 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10