Moya L. Andrews

A Comparison of Voice Quality Ratings Made by Japanese and American Listeners Using the GRBAS Scale

The GRBAS scale is a widely used method for perceptual evaluation of voice quality. Two linguistically diverse groups of listeners (Japanese and American) rated 35 voice samples using the GRBAS scale. The ratings obtained from the two groups were compared to determine if the different linguistic background affected the use of the GRBAS scale. Results show that there are no significant differences between the Japanese and American listeners in the use of the Grade, Roughness and Breathiness scales. Ratings on the Asthenia and Strain scales, however, were different between the two groups of listeners. Despite these discrepancies, the GRBAS scale may be an excellent tool for perceptual evaluation of voice quality by linguistically diverse groups.

Gender presentation: Perceptual and acoustical analysesof voice

This study investigated the perceptual and acoustical characteristics of vocal presentation in both the masculine and the feminine modes by the same group of male subjects. Listeners (N = 88) evaluated 22 voice samples by using 18 semantic differential scales and 57 adjectives. The 22 voice samples were provided by 11 biologically male speakers, who described themselves as heterosexual crossdressers. Each speaker read a standard passage under controlled conditions. In one reading, they demonstrated their typical masculine voice and in the other they spoke in their feminine voice. Acoustical analyses included mean fundamental frequency, frequency range, overall passage duration, and duration of a sample of stressed vowels. Results indicated that listeners heard significant differences between masculine and feminine presentations across the 11 speakers and the 18 semantic differential scales. Masculine-feminine and high-low pitch were the most salient scales in the perceptual judgments. Acoustical analyses indicated wide variation according to speaker and condition. Clinical applications are provided.

Intervention with young voice users: A clinical perspective

This diverse group is described in relation to life stage, short- and long-range performance objectives, and lifestyle factors pertinent to vocal health. Physical, behavioral, cognitive, and psychosocial issues relevant to assessment and intervention will be addressed. The possible dissonance between a clinicians developmental perspective and a clients immediate pragmatic concerns is discussed. In addition, the specific challenges of dealing with adolescents (e.g., the influence of the peer group, the emergence of autonomy, the redefinition of relationships with significant adults, and the vulnerability of the mechanism) are related to clinical problem solving.

Some Observations concerning the Cheering Behavior of School-Girl Cheerleaders

The frequency characteristics of cheers produced by 102 cheerleaders aged 13–17 years were analyzed, and vocal history information was obtained. Results suggest that the incidence of voice problems...

The Awareness Phase of Voice Therapy: Providing a Knowledge Base for the Adolescent.

Adolescent students with voice disorders need information concerning the physiological, environmental, and psychosocial aspects of voice production. This paper describes a multiple choice quiz form...

Effects of stimulation techniques on vocal responses: Implications for assessment and treatment

During voice evaluation and treatment it is customary for clinicians to elicit samples of the vowel /a/ from clients using various elicitation techniques. The purpose of this study was to compare the effects of four commonly used stimulation tasks on the laryngeal mechanism. Eleven female singing students, studying at a university music school, served as subjects for the study. The subjects phonated the vowel /a/ using 4 vocal stimulation techniques: yawn-sigh, gentle onset, focus, and the use of the voiceless fricative. Videoendoscopic and acoustic evaluations of their productions were done. Results show that, in the first 100 ms following the end of the formant transition, these techniques affected voice differently. The fundamental frequency was found to be highest in the yawn-sigh condition, whereas the maximum frequency perturbation was obtained for the voiceless fricative condition. Planned comparisons were made by comparing the data across 2 dimensions: (1) vowels elicited with voiced contexts versus those elicited with voiceless consonantal contexts and (2) vowels elicited with obstruent versus vowels elicited with nonobstruent consonantal contexts. Some changes in acoustic parameters brought about by these stimulation techniques may be explained on the basis of coarticulatory effects of the consonantal context.

Intensity range as a function of task and training

Summary This study examined intensity range as a function of elicitation task (reading and automatic speech sequences), musical training, and the interaction between task and musical training in 31 college students. The results indicated significant differences in loudness range by experiental task. Intensity range for the descending automatic sequence was significantly greater than that for the ascending and reading tasks. While the overall effect of musical training was nonsignificant, there was a significant interaction between task and training, with musicians having a significantly greater mean range on the ascending task. A comparison between ascending and descending tasks indicated a significant mean difference between lower limits and no significant mean difference between upper limits. The range for the reading probe was located approximately in the middle of the total available intensity range.

The role of cognitive cueing in eliciting vocal variability

Variation in duration and frequency during three readings of each of eight sentences by 9 normal and 4 voice-disordered subjects are compared. Instructions to the subjects varied with respect to the amount and type of cognitive cueing presented in the trials, and the sentences were read in random order. Variability in fundamental frequency (F0) was greater when pitch variation was specifically cued. Also, the portion of the sentence that was cued had greater variability in F0 than other parts of the sentence. Variation in fundamental frequency was significantly greater in the cued versus uncued sentence trials for the voice-disordered subjects but not for the normal subjects. However, all subjects exhibited significantly greater duration for cued versus uncued readings of the same sentences. Implications for theory and practice are discussed.

The Modification of Hypernasality in Young Children: A Programming Approach.

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Treatment of Vocal Hyperfunction in Adolescents

The treatment of adolescent clients with hyperfunctional voice disorders is discussed from a developmental perspective. Facilitating techniques, treatment strategies, and materials are provided. Th...