Survey of Voice Acoustic Parameters in Iranian Female Teachers

Mohseni, Ramin; Sandoughdar, N

doi:10.1016/j.jvoice.2015.05.020

Cited by 11 publications

(11 citation statements)

References 39 publications

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“…As for the MPT, in a study with voice professionals, teachers, discretely larger MPT values compared to the control group were observed 19 , with a similar result being found in a longitudinal study with teachers who presented larger MPT values when compared to people who were not voice professionals 20 . In another study with Iranian teachers, the opposite result was found: the study group presented lower MPT values, a finding attributed to the pneumo-phono-articulatory incoordination of the teacher group 21 .…”

Section: Introductionmentioning

confidence: 83%

Maximum phonation times and vital capacity in dysphonic women

Leite

Christmann²,

Hoffmann

et al. 2018

Rev. CEFAC

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Objective: to verify the correlation between vital capacity and maximum phonation times of /ė/ (unvoiced) and /s/, as well as compare and relate them with the professional voice use and age in women with functional or organic-functional dysphonia. Methods: a retrospective research with 524 records of dysphonic patients from a school clinic, including young adult women with a speech-language diagnosis of functional or organic-functional dysphonia based on medical reports. Neurological and psychiatric alterations, previous speech therapy treatment, symptoms of flu or allergies on the day of evaluation, pulmonary disease, organic dysphonia diagnosis, and hearing loss, were excluded. The sample resulted in 14 women with functional dysphonia and 21 with organic-functional dysphonia. Data on professional voice use, as well as results for vital capacity and maximum phonation times were collected. The data were statistically analyzed at a 5% significance level. Results: There was a positive correlation for both groups of dysphonic patients between the maximum phonation times of /ė/ and of /s/, as well as the maximum phonation times of /ė/, /s/, and vital capacity. Higher values for vital capacity and maximum times of /s/ and /ė/ for voice professionals were seen. The maximum phonation times of /ė/ were lower than those of /s/. Conclusion: as the maximum phonation times of /ė/ increased, the maximum phonation times of /s/ and the vital capacity also augmented in both groups, demonstrating the interrelation among these variables; there was no relation with the other variables studied.

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Section: Introductionmentioning

confidence: 83%

Maximum phonation times and vital capacity in dysphonic women

Leite

Christmann²,

Hoffmann

et al. 2018

Rev. CEFAC

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“…The length of the vocal folds, the supraglottic space, and the biomechanical characteristics of the vocal folds affect the F0 of each individual. 1,2,[14][15][16]18,23 The fundamental frequency (F0) is the result of the interaction among the vocal fold length, mass, and tension during speech. 1,2,4,12,15 Formants are unique frequency components of human articulation and voice.…”

Section: Discussionmentioning

confidence: 99%

“…1,3,4,12,14,15 The review of the literature depicted that researchers have used different methods in implementing speech evaluation, including selfreported questionnaire, auditory-perceptual evaluation, acoustic analysis, and indirect methods such as radiographic examination of the hyoid bone position. [1][2][3][4][15][16][17][18][19][20] Nonetheless, acoustic vowel analysis is one of the standardized and objective research methods applying a formant structure with acoustic indicators for the evaluation of the voice characteristics, regarding the recent articles. [1][2][3][4][13][14][15] Hence, the authors planned to conduct this experiment to evaluate the acoustic voice changes consequent bimaxillary orthognathic surgery in non-syndromic Iranian skeletal Class 3 deformity patients.…”

mentioning

confidence: 99%

The Effect of Bimaxillary Orthognathic Surgery on Voice Characteristics in Skeletal Class 3 Deformity Patients: An Evaluation Using Acoustic Analysis

Emrani¹,

Ghaemi²,

Labafchi³

et al. 2021

Journal of Craniofacial Surgery

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Theaimofthisstudywastoanalyzetheeffectsofbimaxillary orthognathic surgery on the acoustic voice characteristics of skeletal class 3 patients. All healthy nonsyndromic patients with Class 3 deformity who were eligible for bimaxillary orthognathic surgery, were included in this before and after quasi-experimental study. This experiment's main intervention was mandibular setback surgery by bilateral sagittal split osteotomy plus maxillary advancement using LeFort 1 osteotomy. Age, sex, and intraoperative jaw movements were recorded. Acoustic analysis of voice samples (vowels /a/ and /i/) was performed with Praat software as outcome variables. The formant frequencies (F0, F1, F2, and F3) of these vowels were extracted 1 week preoperatively (T0), 1 and 6 months (T1, T2) postoperatively by a speech therapist. The significance level was set at 0.05 using SPSS 19. The study sample comprised 20 patients including 11 women (55%) and 9 men (45%) with a mean age of 31.95 AE 4.72 years. The average mandibular setback and maxillary advancement were 3.30 AE 0.86 and 2.85 AE 0.74 mm, respectively. The fundamental frequency (F0) and the first, second, and third formants (F1, F2, F3) of vowels /i/ and /a/ were significantly decreased over time intervals, postoperatively (P < 0.05). The finding revealed that bimaxillary orthognathic surgery (maxillary advancement and mandibular setback with bilateral sagittal split osteotomy) might reduce the acoustic formant parameters of voice to the normal frequency ranges, in patients with class 3 skeletal deformities. More clinical trials with greater sample sizes and longterm follow-ups are suggested in the future.

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“…Some universities have even created and edited the work of their outstanding backbone teachers. The characteristics of the school's national vocal teaching materials and audio teaching products, presenting a group of outstanding teachers with multi-functional teaching [6][7]. On the basis of retaining its own timbre, a large number of Western Bel Canto works have been added to expand the sound range and strengthen the basic skills.…”

Section: Multiculturalism and The Art Of National Vocal Music Teachingmentioning

confidence: 99%

National Culture Inheritance in Vocal Music Teaching under Multicultural Background

2021

IJAID

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With the continuous progress of science and technology, personnel migration, flow and information exchange between different countries and regions are more frequent and convenient. The development trend of globalization has made the diversification of world economy and culture the mainstream of the development of the current era. In the context of globalization, the cultures of different countries and nationalities have developed together in mutual integration. As an important part of Chinese culture, the Chinese national vocal art will also follow the development trend of world cultural trends. Obtaining its own heritage and development under a diverse background. In terms of methods, the teaching concept of vocal education is firstly put forward, and the vocal education should be strengthened from the virtues and vocal learning channels. Improve the teaching content of vocal education, from the increase of local vocal culture courses and regular to folk folk collecting practice. The school vocal education is optimized from the aspects of enriching the original teaching form, teaching step by step and oral teaching. And in the teaching of vocal music to strengthen the relationship between traditional techniques and culture, such as absorbing the essence of opera aria, the Western is used for the Chinese, the ancient is used today. From the aspect of experiment, the experiment objects are students and teachers from multi-city schools. The data were collected and sorted by questionnaire survey. This article discusses the four aspects of the students 'class situation, the teachers' social welfare payment status, the development status of the domestic online education industry, and the reasons why vocal music teachers engage in this profession. It was found that nearly half of the students said that the vocal curriculum was less or monotonous, or not even, and that further improvements were needed in classroom teaching models and the spread of multicultural knowledge. In terms of teacher welfare, only 41.8% have social welfare, of which 12.8% need to meet certain conditions. Although there are many part-time teachers, their welfare needs to be improved. The development of vocal music teaching can keep up with the trend of the times and develop the online education industry.

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Survey of Voice Acoustic Parameters in Iranian Female Teachers

Cited by 11 publications

References 39 publications

Maximum phonation times and vital capacity in dysphonic women

Maximum phonation times and vital capacity in dysphonic women

The Effect of Bimaxillary Orthognathic Surgery on Voice Characteristics in Skeletal Class 3 Deformity Patients: An Evaluation Using Acoustic Analysis

National Culture Inheritance in Vocal Music Teaching under Multicultural Background

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