# Lecture 1-10: Spectrograms

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1 Lecture 1-10: Spectrograms Overview 1. Spectra of dynamic signals: like many real world signals, speech changes in quality with time. But so far the only spectral analysis we have performed has assumed that the signal is stationary: that it has constant quality. We need a new kind of analysis for dynamic signals. A suitable analogy is that we have spectral snapshots when what we really want is a spectral movie. Just like a real movie is made up from a series of still frames, we can display the spectral properties of a changing signal through a series of spectral snapshots. 2. The spectrogram: a spectrogram is built from a sequence of spectra by stacking them together in time and by compressing the amplitude axis into a 'contour map' drawn in a grey scale. The final graph has time along the horizontal axis, frequency along the vertical axis, and the amplitude of the signal at any given time and frequency is shown as a grey level. Conventionally, black is used to signal the most energy, while white is used to signal the least. 3. Spectra of short and long waveform sections: we will get a different type of movie if we choose each of our snapshots to be of relatively short sections of the signal, as opposed to relatively long sections. This is because the spectrum of a section of speech signal that is less than one pitch period long will tend to show formant peaks; while the spectrum of a longer section encompassing several pitch periods will show the individual harmonics, see figure The same effect occurs if we use a bank of bandpass filters to perform the spectral analysis, see figure If each filter has a relatively wide bandwidth, then the output follows rapid changes in the input, while if each filter is relatively narrow then each filter smoothes out those changes. However wide filters do not allows us to locate the frequency components in the signal as accurately as narrow filters, see figure Wide and narrow-band spectrograms: if each of the spectral snapshots are of sections of about 3ms (or if we use bandpass filters of about 300Hz) then we see the individual vocal fold pulses and the ringing of the formant resonances in the spectrogram. This is called a wide-band spectrogram (for historical reasons). If each of the spectral snapshots are of sections of about 20ms (or if we use bandpass filters of about 45Hz) then we see the harmonics of the voice source, with those near formant frequencies being darker. This is called a narrow-band spectrogram. 5. Spectrograms of common signals and speech-like signals: Figures shows wide and narrow spectrograms of some simple signals. Figures and demonstrate the filtering of a pulse train and white noise through a simple resonator in terms of the effect on the spectrograms of the signals. Reading Choose at least one from: Bordern, Harris & Raphael, Speech Science Primer (4 th edition), Chapter 7: Research Tools in Speech Science, pp Essentials of practical spectral analysis. Rosen & Howell, Signals and Systems for Speech and Hearing (1 st edition), Chapter 11: The Sound Spectrograph. Thorough description. UCL/PLS/SPSC2003/WEEK1-10/110920/1

3 Figure Wide and Narrow Band Spectrograms Long Analysis Sections Short Analysis Sections UCL/PLS/SPSC2003/WEEK1-10/110920/3

4 Figure Wide and Narrow Band Spectrograms Narrow Analysis Filters Wide Analysis Filters UCL/PLS/SPSC2003/WEEK1-10/110920/4

5 Figure Spectrogram Analysis Filters UCL/PLS/SPSC2003/WEEK1-10/110920/5

6 Figure Waveforms, Spectra, Wide-band and Narrow-band Spectrograms of Simple Signals Waveform Spectrum Narrow-band Spectrogram Wide-band Spectrogram UCL/PLS/SPSC2003/WEEK1-10/110920/6

7 Pulse Train Figure Excitation of a Simple Resonator - Time Description and Wide-band Spectrograms White Noise UCL/PLS/SPSC2003/WEEK1-10/110920/7

8 Figure Excitation of a Simple Resonator - Frequency Description and Narrow-band Spectrograms Pulse Train White Noise UCL/PLS/SPSC2003/WEEK1-10/110920/8

9 Lab 1-10: Introduction to Spectrograms Introduction A spectrogram is a representation of how the frequency content of a signal changes with time. Time is displayed along the x-axis, frequency along the y-axis, and the amount of energy in the signal at any given time and frequency is displayed as a level of grey. During regions of silence, and at frequency regions where there is little energy, the spectrogram appears white; dark regions indicate areas of energy - caused for example by vocal fold closures, harmonics, or formant vibration in a speech signal. We use two types of spectrogram for speech study: one which emphasises the frequency aspects by using long signal sections or narrow analysis filters, and one which emphasises the temporal aspects by using short signal sections or wide analysis filters. Narrow-band spectrograms are convenient for investigating characteristics of the source: they show the harmonics of the vocal fold vibration for example. Wide-band spectrograms are convenient for investigating characteristics of the vocal tract filter: they highlight the vocal tract resonances (formants) by showing how they continue to vibrate after a vocal fold pulse has passed through. Learning Objectives to gain familiarity with spectrographic representations of sounds to appreciate the differences between narrow-band and wide-band spectrograms to learn how features of speech sounds appear on spectrograms to understand how the spectrogram can lead to quantitative analysis of the source and filter aspects of speech sounds. Apparatus You are provided with a program that can display a spectrogram and a spectral cross section of a speech signal. Within the upper window you can choose to display any combination of waveform, narrow-band and wide-band spectrograms. Within the lower window you can display the spectrum between the cursors and an estimated vocal tract filter response. ( Two versions of the diphthong.`h. have been generated synthetically on a computer system. Each comprises only two formants excited by a pulse train. The versions are: aimono aifall.`h. monotone - has a constant fundamental frequency.`h. falling - has a falling fundamental frequency You can also record your own versions of.`h. and other sounds. Method To measure fundamental frequency from the narrow band spectrogram, find the frequency of the 10 th harmonic and divide by 10. To measure the fundamental period from the wide band spectrogram, zoom the display to measure the duration of 5 periods and divide by 5. To measure formant frequencies from the wide-band spectrogram, estimate the frequency at the centre of the main spectral peaks, or use the estimated filter frequency response. UCL/PLS/SPSC2003/WEEK1-10/110920/9

10 Observations 1. Display a wide-band spectrogram of aimono. a. Make a rough, labelled sketch showing striations, formant resonances and formant movement. Make sure you label the axes. b. Measure the formant frequencies at the beginning and the end. 2. Display a narrow-band spectrogram of aimono. a. Make a rough, labelled sketch showing harmonics and varying harmonic amplitude. b. Why does a harmonic vary in amplitude over the width of the spectrogram? 3. Display a wide-band spectrogram of aifall. a. Compare with the sketch you made in 1a. What differences do you observe? b. If this were a human speaking, what would be the cause of those differences? 4. Display a narrow-band spectrogram of aifall. a. Compare with the sketch you made in 2a. What differences do you observe? b. Measure the fundamental frequency at the beginning and the end. 5. Record your own production of.`h.. a. Measure the first three formant frequencies at the beginning and the end of the diphthong. Compare with 1b. What is the perceptual effect of these differences? b. Measure the fundamental frequency at the beginning and the end of your production. Compare with 4b. What is the perceptual effect of these differences? 6. Display a wide-band spectrogram of about 6 periods at the end of aifall. a. Sketch how the response of the formants is damped between one pulse and the next. b. How would your sketch change if the fundamental frequency were higher? c. How would your sketch change if the formant frequencies were higher? d. How would your sketch change if the damping of the formants were greater? 7. Record and print a spectrogram of your own name. See if you can find the parts of the spectrogram corresponding to elements of its pronunciation. Concluding Remarks Why is the narrow band spectrogram more useful when you are studying intonation, and the wide band spectrogram more useful when you are studying vowel quality? UCL/PLS/SPSC2003/WEEK1-10/110920/10

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