In recent years cepstral analysis and specific cepstrum-based measures such as smoothed cepstral peak prominence (CPPS) has become increasingly researched and utilized in attempts to determine the extent of overall dysphonia in voice signals. Yet, few studies have extensively examined how specific voice-source parameters affect CPPS values. Objective. Using a range of synthesized tones, this exploratory study sought to systematically analyze the effect of fundamental frequency (f o ), vibrato extent, source-spectrum tilt, and the amplitude of the voice-source fundamental on CPPS values. Materials and Methods. A series of scales were synthesised using the freeware Madde. Fundamental frequency, vibrato extent, source-spectrum tilt, and the amplitude of the voice-source fundamental were systematically and independently varied. The tones were analysed in PRAAT, and statistical analyses were conducted in SPSS.Results. CPPS was significantly affected by both f o and source-spectrum tilt, independently. A nonlinear association was seen between vibrato extent and CPPS, where CPPS values increased from 0 to 0.6 semitones (ST), then rapidly decreased approaching 1.0 ST. No relationship was seen between the amplitude of the voice-source fundamental and CPPS. Conclusion. The large effect of f o should be taken into account when analyzing the voice, particularly in singing-voice research, when comparing pre and posttreatment data, and when comparing inter-subject CPPS data.

To date, no established protocol exists for measuring functional voice changes in singers with subclinical singing-voice complaints. Hence, these may go undiagnosed until they progress into greater severity. This exploratory study sought to (1) determine which scale items in the self-perceptual Evaluation of Ability to Sing Easily (EASE) are associated with instrumental voice measures, and (2) construct as proof-of-concept an instrumental index related to singers’ perceptions of their vocal function and health status. Eighteen classical singers were acoustically recorded in a controlled environment singing an /a/ vowel using soft phonation. Aerodynamic data were collected during a softly sung /papapapapapapa/ task with the KayPENTAX Phonatory Aerodynamic System. Using multi and univariate linear regression techniques, CPPS, vibrato jitter, vibrato shimmer, and an efficiency ratio (SPL/PSub) were included in a significant model (p < 0.001) explaining 62.4% of variance in participants’ composite scores of three scale items related to vocal fatigue. The instrumental index showed a significant association (p = 0.001) with the EASE vocal fatigue subscale overall. Findings illustrate that an aeroacoustic instrumental index may be useful for monitoring functional changes in the singing voice as part of a multidimensional diagnostic approach to preventative and rehabilitative voice healthcare for professional singing-voice users.

Female adolescent voice change (FAVC) is characterized by objectively measurable developments in both physiological and acoustical aspects of voice. Despite these observable changes, this period of vocal development has had little representation in both scientific and pedagogical research. Furthermore, few studies have articulated the perceptions and experiences of FAVC from the point of view of the singers themselves. This exploratory study collected data pertaining to vocal function and voice-learning experiences during adolescence from an anonymous cohort of female adolescent singing students in Aotearoa New Zealand. A link to an anonymous online questionnaire was disseminated through national online advertising and snowballing to prospective participants (cis-gender female adolescent singers aged 16–19 years). Using nonparametric statistical tests and qualitative analyses, significant associations were found between objective and perceptual measures of vocal function, voice-learning experience, and lesson delivery context. Participants who take individual singing lessons reported greater self-perceived ease of vocal function than those who take small group lessons. The FAVC is a stage of vocal and psycho-emotional development that may be either healthily facilitated or hindered by the level of student understanding of normal vocal-developmental characteristics as well as lesson delivery format. Data from this study add to a limited pool that aims to quantify the FAVC experience from an experiential perspective and will assist in refining pedagogical strategies for working with female adolescent singers.

No abstract

No abstract