Talkers adjust their vocal effort to communicate at different distances, aiming to compensate for the sound propagation losses. The present paper studies the influence of four acoustically different rooms on the speech produced by 13 male talkers addressing a listener at four distances. Talkers raised their vocal intensity by between 1.3 and 2.2 dB per double distance to the listener and lowered it as a linear function of the quantity "room gain" at a rate of -3.6 dB/dB. There were also significant variations in the mean fundamental frequency, both across distance (3.8 Hz per double distance) and among environments (4.3 Hz), and in the long-term standard deviation of the fundamental frequency among rooms (4 Hz). In the most uncomfortable rooms to speak in, talkers prolonged the voiced segments of the speech they produced, either as a side-effect of increased vocal intensity or in order to compensate for a decrease in speech intelligibility.

Teachers often suffer from health problems related to their voice.These problems are related to their working environment, including the acoustics of the lecture rooms. However, there is a lack of studies linking the room acoustic parameters to the voice produced by the speaker.In this pilot study, the main goals are to investigate whether objectively measurable parameters of the rooms can be related to a increase of the voice sound power produced by speakers and to the speakers subjective judgments about the rooms. In six different rooms with different size, reverberation time and other physical attributes, the sound power level produced by six speakers was measured. Objective room acoustic parameters were measured in the same rooms, including reverberation time and room gain, and questionnaires were handed out to persons who had experience talking in the rooms. It is found that in different rooms significant changes in the sound power produced by the speaker can be found. It is also found that these changes mainly have to do with the size of the room and to the gain produced by the room. To describe this quality, a new room acoustic quantity called 'room gain' is proposed.

Teachers adjust their voice levels under different classroom acoustics conditions, even in the absence of background noise. Laboratory experiments have been conducted in order to understand further this relationship and to determine optimum room acoustic conditions for speaking. Under simulated acoustic environments, talkers do modify their voice levels linearly with the measure voice support, and the slope of this relationship is referred to as room effect. The magnitude of the room effect depends highly on the instruction used and on the individuals. Group-wise, the average room effect ranges from -0.93 dB/dB, with free speech, to -0.1 dB/dB with other less demanding communication tasks as reading and talking at short distances. The room effect for some individuals can be as strong as -1.7 dB/dB. A questionnaire investigation showed that the acoustic comfort for talking in classrooms, in the absence of background noise, is correlated to the decay times derived from an impulse response measured from the mouth to the ears of a talker, and that there is a maximum of preference for decay times between 0.4 and 0.5 s. Teachers with self-reported voice problems prefer higher decay times to speak in than their healthy colleagues.

Lightweight walls are often designed as frameworks of studs with plates on each side--a double-plate structure. The studs constitute boundaries for the cavities, thereby both affecting the sound transmission directly by short-circuiting the plates, and indirectly by disturbing the sound field between the plates. The paper presents a deterministic prediction model for airborne sound insulation including both effects of the studs. A spatial transform technique is used, taking advantage of the periodicity. The acoustic field inside the cavities is expanded by means of cosine-series. The transmission coefficient (angle-dependent and diffuse) and transmission loss are studied. Numerical examples are presented and comparisons with measurement are performed. The result indicates that a reasonably good agreement between theory and measurement can be achieved.

This study proposes an experimental method for evaluating isotropy in enclosures, based on an analysis of the wavenumber spectrum in the spherical harmonics domain. The wavenumber spectrum, which results from expanding an arbitrary sound field into a plane-wave basis, is used to characterize the spatial properties of the observed sound field. Subsequently, the obtained wavenumber spectrum is expanded into a series of spherical harmonics, and the moments from this spherical expansion are used to characterize the isotropy of the wave field. The analytical framework is presented. The method is examined numerically and experimentally, based on array measurements in four chambers: two anechoic chambers (one with a single source and another with an array of 52 sources), a reverberation chamber, and the same reverberation chamber with a sample of absorbing material on the floor. The results indicate that the proposed methodology is suitable for assessing the isotropy of a sound field.

The indirect auditory feedback from one's own voice arises from sound reflections at the room boundaries or from sound reinforcement systems. The relative variations of indirect auditory feedback are quantified through room acoustic parameters such as the room gain and the voice support, rather than the reverberation time. Fourteen subjects matched the loudness level of their own voice (the autophonic level) to that of a constant and external reference sound, under different synthesized room acoustics conditions. The matching voice levels are used to build a set of equal autophonic level curves. These curves give an indication of the amount of variation in voice level induced by the acoustic environment as a consequence of the sidetone compensation or Lombard effect. In the range of typical rooms for speech, the variations in overall voice level that result in a constant autophonic level are on the order of 2 dB, and more than 3 dB in the 4 kHz octave band. By comparison of these curves with previous studies, it is shown that talkers use acoustic cues other than loudness to adjust their voices when speaking in different rooms.

Objective acoustic parameters have been measured in 30 school classrooms. These parameters include usual descriptors of the acoustic quality from the listeners' standpoint, such as reverberation time, speech transmission index, and background noise level, and two descriptors of the acoustic properties for a speaker: Voice support and room gain. This paper describes the measurement method for these two parameters and presents a prediction model for voice support and room gain derived from the diffuse field theory. The voice support for medium-sized classrooms with volumes between 100 and 250 m(3) and good acoustical quality lies in the range between -14 and -9 dB, whereas the room gain is in the range between 0.2 and 0.5 dB. The prediction model for voice support describes the measurements in the classrooms with a coefficient of determination of 0.84 and a standard deviation of 1.2 dB.

The single wall is the simplest element of concern in building acoustics, but there still remain some open questions regarding the sound insulation of this simple case. The two main reasons for this are the effects on the excitation and sound radiation of the wall when it has a finite size, and the fact that the wave field in the wall is consisting of two types of waves, namely forced waves due to the exciting acoustic field, and free bending waves due to reflections in the boundary. The aim of the present paper is to derive simple analytical formulas for the forced part of the airborne sound insulation of a single homogeneous wall of finite size, using a variational technique based on the integral-differential equation of the fluid loaded wall. The so derived formulas are valid in the entire audible frequency range. The results are compared with full numerical calculations, measurements and alternative theory, with reasonable agreement.