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Children's Subjective Ratings and Opinions of Typical and Dysphonic Voice After Performing a Language Comprehension Task in Background Noise.

Brännström, Jonas LU ; Holm, Lucas LU ; Lyberg Åhlander, Viveka LU ; Haake, Magnus LU ; Kastberg, Tobias LU and Sahlén, Birgitta LU (2015) In Journal of Voice 29(5). p.624-630
Abstract
Objective



Previous studies suggest that dysphonic voices are perceived more negatively than typical voices, and it is possible that vocal perception influences academic achievement and comprehension. This study assessed children's subjective ratings and opinions of a typical and dysphonic voice after performing a language comprehension task in background noise. It also explored if subjective ratings were related to performance in the comprehension task.

Study Design



Ninety-three 8-year-old children participated and were randomly allocated to two groups.

Methods



A digital version of the Test for Reception of Grammar, version 2 (TROG-2) was used. In TROG-2, the child... (More)
Objective



Previous studies suggest that dysphonic voices are perceived more negatively than typical voices, and it is possible that vocal perception influences academic achievement and comprehension. This study assessed children's subjective ratings and opinions of a typical and dysphonic voice after performing a language comprehension task in background noise. It also explored if subjective ratings were related to performance in the comprehension task.

Study Design



Ninety-three 8-year-old children participated and were randomly allocated to two groups.

Methods



A digital version of the Test for Reception of Grammar, version 2 (TROG-2) was used. In TROG-2, the child listens to a sentence and then, out of four possible pictures, selects the picture that corresponds to the sentence content. Each sentence assesses a specific grammatical construction. Test instructions were recorded using one speaker with two different voice qualities (typical voice and provoked dysphonic voice). One group of children performed TROG-2 with the typical voice and the other with the dysphonic voice, both presented in a multitalker babble noise using earphones. All children rated their subjective perception of the voice.

Results



The dysphonic voice received poorer ratings than the typical voice. Children making more positive ratings of the voice performed better on earlier blocks in TROG-2, but only in the typical voice group.

Conclusions



Children perceived the dysphonic voice more negatively even when listening to the same speaker. Performance is related to the perception of the voice, but only when the perceptual load of the task-relevant stimuli is sufficiently low. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Provoked voice quality, Attitudes, Multitalker babble, Dysphonic voice
in
Journal of Voice
volume
29
issue
5
pages
624 - 630
publisher
Elsevier
external identifiers
  • pmid:25873548
  • wos:000360556700017
  • scopus:84941316069
ISSN
1873-4588
DOI
10.1016/j.jvoice.2014.11.003
project
Cognition, Communication and Learning
language
English
LU publication?
yes
id
2284b0ab-6b4c-4f22-8d77-7a32f9b90dba (old id 5341846)
date added to LUP
2016-01-30 11:12:47
date last changed
2017-04-02 03:00:40
@article{2284b0ab-6b4c-4f22-8d77-7a32f9b90dba,
  abstract     = {Objective<br/><br>
<br/><br>
Previous studies suggest that dysphonic voices are perceived more negatively than typical voices, and it is possible that vocal perception influences academic achievement and comprehension. This study assessed children's subjective ratings and opinions of a typical and dysphonic voice after performing a language comprehension task in background noise. It also explored if subjective ratings were related to performance in the comprehension task.<br/><br>
Study Design<br/><br>
<br/><br>
Ninety-three 8-year-old children participated and were randomly allocated to two groups.<br/><br>
Methods<br/><br>
<br/><br>
A digital version of the Test for Reception of Grammar, version 2 (TROG-2) was used. In TROG-2, the child listens to a sentence and then, out of four possible pictures, selects the picture that corresponds to the sentence content. Each sentence assesses a specific grammatical construction. Test instructions were recorded using one speaker with two different voice qualities (typical voice and provoked dysphonic voice). One group of children performed TROG-2 with the typical voice and the other with the dysphonic voice, both presented in a multitalker babble noise using earphones. All children rated their subjective perception of the voice.<br/><br>
Results<br/><br>
<br/><br>
The dysphonic voice received poorer ratings than the typical voice. Children making more positive ratings of the voice performed better on earlier blocks in TROG-2, but only in the typical voice group.<br/><br>
Conclusions<br/><br>
<br/><br>
Children perceived the dysphonic voice more negatively even when listening to the same speaker. Performance is related to the perception of the voice, but only when the perceptual load of the task-relevant stimuli is sufficiently low.},
  author       = {Brännström, Jonas and Holm, Lucas and Lyberg Åhlander, Viveka and Haake, Magnus and Kastberg, Tobias and Sahlén, Birgitta},
  issn         = {1873-4588},
  keyword      = {Provoked voice quality,Attitudes,Multitalker babble,Dysphonic voice},
  language     = {eng},
  number       = {5},
  pages        = {624--630},
  publisher    = {Elsevier},
  series       = {Journal of Voice},
  title        = {Children's Subjective Ratings and Opinions of Typical and Dysphonic Voice After Performing a Language Comprehension Task in Background Noise.},
  url          = {http://dx.doi.org/10.1016/j.jvoice.2014.11.003},
  volume       = {29},
  year         = {2015},
}