Dysphonia Interference in Schoolteachers’ Speech Intelligibility in the Classroom

Mrs., Glauce Mara Gomes Ferreira Oliveira; Mrs., Dayane Cardoso de Melo; Dra., Lucieny Silva Martins Serra; Granjeiro, Ronaldo Campos; Sampaio, André Luiz Lopes

doi:10.1016/j.jvoice.2021.09.004

Cited by 2 publications

(2 citation statements)

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“…Patients with adductor spasmodic dysphonia, which leads to a strained, harsh, monotonous voice with voice stoppages and breaks, are easier to understand after an injection of the botulinum toxin (botox) that blocks the twitching muscles [49]. More generally, numerous clinical and experimental studies of voice pathology have shown that dysphonia affects speech intelligibility [22,27,[50][51][52][53]. However, clinical definitions of dysphonia do not specifically differentiate between different types of NLP and a variety of other vocal abnormalities such as tremor (a "shaky" p. 4/22 voice), breathiness, voice stoppages and breaks, noisy phonation, etc.…”

Section: Introductionmentioning

confidence: 99%

“…However, clinical definitions of dysphonia do not specifically differentiate between different types of NLP and a variety of other vocal abnormalities such as tremor (a "shaky" p. 4/22 voice), breathiness, voice stoppages and breaks, noisy phonation, etc. Studies of dysphonia also tend to be correlational with very few tested speakers (e.g., [22,27,[50][51][52]) or rely on healthy speakers who simply imitate dysphonia (e.g., [53,54]). Thus, it is not possible to conclude whether or not NLP, let alone specific NLP types, causally contribute to the reported loss of intelligibility based on the dysphonia literature.…”

Section: Introductionmentioning

confidence: 99%

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NLP and speech intelligibility

Anikin,

Pisanski,

Reby

2024

Preprint

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At some point in our evolutionary history, humans lost vocal membranes and air sacs, representing an unexpected simplification of the vocal apparatus relative to other apes. One hypothesis is that these simplifications represent anatomical adaptations for speech because a simpler larynx provides a suitably stable and tonal vocal source with fewer nonlinear vocal phenomena (NLP). The key assumption that NLP reduce speech intelligibility is indirectly supported by studies of dysphonia, but it has not been experimentally tested. Here, we manipulate NLP in vocal stimuli ranging from single vowels to sentences, showing that the source needs to be stable, but not necessarily tonal. When the task is to discriminate synthesized monophthong and diphthong vowels, continuous NLP (subharmonics, amplitude modulation, and even deterministic chaos) actually improve vowel perception in high-pitched voices, likely because the resulting dense spectrum reveals formant transitions. Rough-sounding voices also remain highly intelligible when continuous NLP are added to recorded words and sentences. In contrast, voicing interruptions and pitch jumps dramatically reduce speech intelligibility, likely by interfering with voicing contrasts and normal intonation. We argue that NLP were not eliminated from the human vocal repertoire as we evolved for speech, but only brought under better control.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

NLP and speech intelligibility

Anikin,

Pisanski,

Reby

2024

Preprint

View full text Add to dashboard Cite

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Impact of Dysphonic Schoolteachers’ Voices on Children’s Reaction Times according to Phonemic Contrasts

Pettirossi,

Audibert,

Crevier-Buchman

2024

Folia Phoniatr Logop

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Introduction: This paper aims at observing the impact of dysphonic voice on children’s reception of a linguistic message by evaluating their reaction times (RT) to instructions given by functional dysphonic and control female schoolteachers’ (ST). Methods: French minimal pairs such as /muʃ/ (“mouche” fly) vs. /buʃ/ (“bouche” mouth) embedded in a carrier sentence "click on the drawing of…" were produced by two groups of 10 dysphonic and control female ST, matched in age and year of experience. The phonemical contrasts observed are voicing, nasality, consonantal place of articulation, vowel roundedness and vowel place of articulation. The experimentation was presented in the form of a computer game to children from 7 to 10 years-old. Two images illustrating the target words were presented, accompanied by the oral instructions recorded by ST. With a two-button box created for the experiment, children had to click as quickly as possible on the image corresponding to the instruction. Results: Our results show that the reaction times of all children are affected by the schoolteacher’s dysphonia, regardless of their age and that they have significantly longer RT when discriminating minimal pairs contrasting in voicing when the instruction is given by a dysphonic speaker compared to the same instruction given by a control speaker. Conclusion: These observations could be explained by the fact that functional dysphonia is associated with improper use of the vocal folds, and thus an alteration of voicing.

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Dysphonia Interference in Schoolteachers’ Speech Intelligibility in the Classroom

Cited by 2 publications

References 30 publications

NLP and speech intelligibility

NLP and speech intelligibility

Impact of Dysphonic Schoolteachers’ Voices on Children’s Reaction Times according to Phonemic Contrasts

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