The effect of voice quality and competing speakers in a passage comprehension task : performance in relation to cognitive functioning in children with normal hearing
(2018) In Logopedics Phoniatrics Vocology 43(1). p.11-19- Abstract
Objective: This study explores the effect of voice quality and competing speaker/-s on children’s performance in a passage comprehension task. Furthermore, it explores the interaction between passage comprehension and cognitive functioning. Methods: Forty-nine children (27 girls and 22 boys) with normal hearing (aged 7–12 years) participated. Passage comprehension was tested in six different listening conditions; a typical voice (non-dysphonic voice) in quiet, a typical voice with one competing speaker, a typical voice with four competing speakers, a dysphonic voice in quiet, a dysphonic voice with one competing speaker, and a dysphonic voice with four competing speakers. The children’s working memory capacity and executive functioning... (More)
Objective: This study explores the effect of voice quality and competing speaker/-s on children’s performance in a passage comprehension task. Furthermore, it explores the interaction between passage comprehension and cognitive functioning. Methods: Forty-nine children (27 girls and 22 boys) with normal hearing (aged 7–12 years) participated. Passage comprehension was tested in six different listening conditions; a typical voice (non-dysphonic voice) in quiet, a typical voice with one competing speaker, a typical voice with four competing speakers, a dysphonic voice in quiet, a dysphonic voice with one competing speaker, and a dysphonic voice with four competing speakers. The children’s working memory capacity and executive functioning were also assessed. Results: The findings indicate no direct effect of voice quality on the children’s performance, but a significant effect of background listening condition. Interaction effects were seen between voice quality, background listening condition, and executive functioning. Conclusions: The children’s susceptibility to the effect of the dysphonic voice and the background listening conditions are related to the individual’s executive functions. The findings have several implications for design of interventions in language learning environments such as classrooms.
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- author
- von Lochow, Heike LU ; Lyberg-Åhlander, Viveka LU ; Sahlén, Birgitta LU ; Kastberg, Tobias LU and Brännström, Jonas LU
- organization
- publishing date
- 2018
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Background listening conditions, dysphonic voice, executive functioning, noise, working memory
- in
- Logopedics Phoniatrics Vocology
- volume
- 43
- issue
- 1
- pages
- 9 pages
- publisher
- Taylor & Francis
- external identifiers
-
- pmid:28287289
- scopus:85015083095
- ISSN
- 1401-5439
- DOI
- 10.1080/14015439.2017.1298835
- project
- Thinking in Time: Cognition, Communication and Learning
- language
- English
- LU publication?
- yes
- id
- f702c16c-698c-4d9c-9a6d-6681295fa00a
- date added to LUP
- 2017-03-23 09:22:35
- date last changed
- 2024-06-23 14:10:35
@article{f702c16c-698c-4d9c-9a6d-6681295fa00a,
abstract = {{<p>Objective: This study explores the effect of voice quality and competing speaker/-s on children’s performance in a passage comprehension task. Furthermore, it explores the interaction between passage comprehension and cognitive functioning. Methods: Forty-nine children (27 girls and 22 boys) with normal hearing (aged 7–12 years) participated. Passage comprehension was tested in six different listening conditions; a typical voice (non-dysphonic voice) in quiet, a typical voice with one competing speaker, a typical voice with four competing speakers, a dysphonic voice in quiet, a dysphonic voice with one competing speaker, and a dysphonic voice with four competing speakers. The children’s working memory capacity and executive functioning were also assessed. Results: The findings indicate no direct effect of voice quality on the children’s performance, but a significant effect of background listening condition. Interaction effects were seen between voice quality, background listening condition, and executive functioning. Conclusions: The children’s susceptibility to the effect of the dysphonic voice and the background listening conditions are related to the individual’s executive functions. The findings have several implications for design of interventions in language learning environments such as classrooms.</p>}},
author = {{von Lochow, Heike and Lyberg-Åhlander, Viveka and Sahlén, Birgitta and Kastberg, Tobias and Brännström, Jonas}},
issn = {{1401-5439}},
keywords = {{Background listening conditions; dysphonic voice; executive functioning; noise; working memory}},
language = {{eng}},
number = {{1}},
pages = {{11--19}},
publisher = {{Taylor & Francis}},
series = {{Logopedics Phoniatrics Vocology}},
title = {{The effect of voice quality and competing speakers in a passage comprehension task : performance in relation to cognitive functioning in children with normal hearing}},
url = {{http://dx.doi.org/10.1080/14015439.2017.1298835}},
doi = {{10.1080/14015439.2017.1298835}},
volume = {{43}},
year = {{2018}},
}