Voice Quality and Auditory Processing in Subjects with and Without Musical Experience

Paoliello, Karla Barbosa Guarda; Pereira, Liliane Desgualdo; Behlau, Mara

doi:10.1016/j.jvoice.2019.07.006

Cited by 6 publications

(12 citation statements)

References 59 publications

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“…However, this interpretation seems unlikely for several reasons. First, prior research examining the effects of musical training have shown better outcomes, especially on temporal sequencing [5,6,9], compared to those not receiving training. Second, our data showed descriptive trends towards better outcomes for both temporal sequencing and several prosodic awareness subtests (especially contrastive stress) for students from School 1.…”

Section: Discussionmentioning

confidence: 99%

“…Because of this, many studies have been geared toward investigating the use of musical training in educational settings [4]. Because auditory processing skills have been found to be important for speech and language development, including literacy skills, previous research has focused on the relation and effects of early musical training on auditory processing [5][6][7]. While there is some disagreement in the literature regarding the influential extent of musical training on phonological processing and reading, the general consensus is that musical training in childhood does lead to at least some degree of improvement in phonological awareness and other auditory processing skills (see [8] for a review).…”

Section: Introductionmentioning

confidence: 99%

“…Temporal sequencing ability has been found to be crucial in processing several aspects of language, as well as music [19][20][21]. Music training has been associated with better auditory temporal processing in several domains, including temporal resolution and sequencing, suggesting potential improvement specifically in the temporal sequencing domain [5,6,9]. Because temporal sequencing has been linked to improved language and reading abilities [9,22,23], the finding of improved sequencing outcomes following musical training in childhood holds important educational curriculum implications.…”

Section: Introductionmentioning

confidence: 99%

“…The students from the schools (School 1 and School 2) were differentiated based on both the amount of musical training received as a part of the school curriculum and the specific music curriculum used. The following research questions were proposed: Based on prior research, it was expected that children who receive the focused daily musical training curriculum would show better (lower) pitch discrimination thresholds [3,10,17] and better (higher) scores on both temporal sequencing [5,6] and prosodic awareness tasks [29,32] compared to students who receive music only once per week.…”

Section: Introductionmentioning

confidence: 99%

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A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

et al. 2021

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Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

et al. 2021

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“…[7][8][9] Auditory integrity at the peripheral and/or central levels is essential for adequate voice production. 10 Temporal auditory processing is related to the processing of the minimal acoustic events necessary to produce and perceive speech. It is an essential component in oral communication because it is associated with the distinction of sound features and the perception of frequency and intensity, such as it occurs regarding musical notes and scales.…”

Section: Introductionmentioning

confidence: 99%

Voice and Temporal Auditory Processing in Elderly People: A Correlation Study

Souza Santos,

Muniz,

Gomes

et al. 2024

Int Arch Otorhinolaryngol

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Introduction The voice and hearing can be affected to different degrees by aging, which can cause communication difficulties for elderly people. Vocal production requires effective temporal auditory processing at central levels within the nervous system, which can be compromised by the aging process. Objective To analyze the correlation between voice and temporal auditory processing in older adults. Materials and Methods A total of 40 elderly people aged 60 years or older were subdivided into 2 groups according to the presence or absence of vocal symptoms measured by the Voice Symptom Scale. All of the participants were submitted to auditory temporal tests, vocal self-assessment, and acoustic and perceptual auditory analyses of voice. Results Most of the subjects assessed had decreased voice intensity and normal variability in terms of vocal quality. The performance was normal in the Pitch Pattern Sequence test and altered in the Random Gap Detection test. In the Masking Period Pattern test, the detection thresholds for the target signal were increased in the presence of masking in different temporal target signal positions. Only pitch differed between the two groups. There were differences between the genders regarding frequency, shimmer, the overall severity of the alteration, and roughness. There was a correlation regarding temporal resolution ability and the overall severity of the alteration and roughness of the voice. Conclusion There is a central auditory impairment in temporal resolution which is correlated with vocal alterations in the elderly.

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