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At least 145 records · Page 8Linked to original sources
PubMed1996

Fo-perturbation and Fo/loudness dynamics in voices of normal children, with and without education in singing.

Sustained phonations were compared in two groups of children (aged 7-12), one with special artistic voice education and one from a normal school, without voice complaints or problems. The hypothesis of specific (better) biomechanical vocal fold properties in the first group is confronted with the hypothesis of differences solely related to training of voice control. In both groups, Fo-aperiodicity was measured in a sustained phonation at 3 different SPL levels. As a general rule, aperiodicity clearly decreases when the voice becomes louder. Aperiodicity is highly significantly lower, at all SPL-levels, in children with trained singing voices: this implies better mechanical properties of the vocal oscillator. The Fo/SPL relation on a sustained /a:/ does not differ in trained and untrained children's voices: out of singing context, trained children do not spontaneously control the Fo/SPL dynamics differently from untrained children. The higher regularity of vocal fold pulses is not related to the duration of training.

Biomechanical Phenomena↗
PubMed2005

Voice symptoms of call-centre customer service advisers experienced during a work-day and effects of a short vocal training course.

Occupational voice users often suffer from voice symptoms to varying extents. The first goal of this study was to find out how telephone customer service advisers experience voice symptoms at different moments of the working day. The second goal was to investigate the effects of a short vocal training course arranged for telephone workers. The results indicate that although the subjects did not suffer from severe voice problems, the short vocal training course significantly reduced some of the vocal symptoms they had experienced. The results suggest that systematic consultation and training for occupational voice users in the field of occupational voice care would be advantageous.

Adult↗
PubMed1963

VOICE THERAPY.

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Humans↗
PubMed1986

Articulation generalization of voiced-voiceless sounds in hearing-impaired children.

Eight hearing-impaired children participated in a study exploring the effect of training (+) or (-) voicing on generalization to cognates. In an experimental multiple baseline study across behaviors, children were trained on pairs of voiced and voiceless target sounds that they had previously omitted in final position. The pairs consisted of the /t/ and /g/ and the /d/ and /k/. When /t/ was trained, generalization was tested to (a) untrained words with the /t/ in the final position and (b) untrained words containing /d/ (the cognate) of the /t/. In like manner, when /d/ was trained, generalization was tested to both the /d/ and /t/ words. The /g/ and /k/ received identical treatment. A contrast procedure was used to teach the children to produce the final consonants. When training criterion was reached, generalization was tested. Results showed that 6 of the 8 children generalized both the voiced and unvoiced target sounds to 50% or more of the target sound probe items. Results also indicated that more generalization occurred to the voiceless cognate from voiced target sound training than occurred to voiced cognates from voiceless target sound training.

Child↗
PubMed2004

The impact of preventive voice care programs for training teachers: a longitudinal study.

The teaching profession puts vocal health at a higher risk than other professions, causing what is referred to as "occupational dysphonia." There is a need for primary prevention of "occupational dysphonia" among the teaching profession, where good vocal health is promoted before a problem occurs. To investigate the primary prevention of occupational dysphonia among teachers, this study uses a sample population of 55 training teachers, in the postgraduate certificate of education (PGCE) course at the University of Ulster, Northern Ireland, who were randomly assigned to three training groups: control, indirect, and direct. The vocal performance of the three groups was measured at two points over the year of the PGCE course: first before any teaching or training began, and again after the first teaching practice. The training for the indirect and direct groups was provided before the teaching practices. Acoustic and self-perceptual measurements were used to assess the multidimensional outcomes. The results demonstrate interesting trends, that although not found to be significant, are approaching significance. Their voices will be reevaluated at a third point of measurement. The acoustic measurement reflects deterioration from time 1 to time 2 for the control group, improvement for the direct group, and no change for the indirect group, indicating that the training has proved beneficial. The self-rating scores vary in agreement with the acoustic results, presenting interesting findings. The findings of this study will be of benefit to teachers, their educators, voice therapists, health promoters, and human resource personnel.

Adult↗