Judging personality from voice quality.

Markel, Norman N.; Meisels, Murray; Houck, J.

doi:10.1037/h0041774

Cited by 35 publications

(10 citation statements)

References 2 publications

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“…Listeners tend to overgeneralize the meaning of voice and to evaluate various qualities of individuals (e.g., appearance, intelligence, achievements) based only on the way those individuals sound and speak (Markel, Eisler, & Reese, 1967;Markel et al, 1964;Pta-cek & Sander, 1966; Scherer & Ekman, 1982). This evaluation is a result of the &dquo;spread effect&dquo; phenomenon, whereby a certain quality of the individual affects the way that individual is perceived by others (Asch, 1964;Wright, 1983).…”

Section: Contact With Students With Hearing Impairments and The Evalumentioning

confidence: 97%

“…A semantic differential scale was used to evaluate the speakers' personal qualities. The scale consisted of 27 six-point bipolar pairs of adjectives and short descriptions that were adapted from Osgood, Suci, and Tannenbaum (1957), as well as from Most et al (1997) and Markel et al (1964), who had used a similar technique to evaluate personality traits from voice quality. Three judges with advanced degrees in educational psychology classified the 27 items into three attitude categories suggested by Allport (1954): emotional, behavioral, and cognitive.…”

Section: Instrumentsmentioning

confidence: 99%

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Contact with Students with Hearing Impairments and the Evaluation of Speech Intelligibility and Personal Qualities

1999

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This study examined the effect of contact with mainstreamed high school students with hearing impairments on hearing students' evaluations of personal qualities of speakers with three different levels of speech intelligibility (SI) and on their attitudes toward deafness (ATD). Seventy high school students who studied with classmates with hearing impairments (group with contact) and 70 students who did not study with classmates with hearing impairments (group without contact) listened to recordings of three speakers with good, moderate, and poor SI and evaluated the speakers' personal qualities using a semantic differential scale that included emotional-behavioral and cognitive factors. In addition, the participants evaluated the speakers' SI and filled out a questionnaire regarding their ATD. In general, better SI was associated with the attribution of more positive personal qualities. However, students with contact expressed more positive evaluations (than the students without contact) of the speaker with the poor SI on both the emotional-behavioral and the cognitive factors of the personal qualities questionnaire. These evaluations were similar to evaluations of the speaker with moderate SI. Students without contact expressed more positive evaluations of the speaker with the moderate SI on the cognitive factor than did students with contact. Finally, a positive relation was found between ATD and evaluation of personal qualities of the speaker with the poor SI on the cognitive and emotional-behavioral factors.

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Section: Contact With Students With Hearing Impairments and The Evalumentioning

confidence: 97%

Section: Instrumentsmentioning

confidence: 99%

Contact with Students with Hearing Impairments and the Evaluation of Speech Intelligibility and Personal Qualities

1999

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“…Markel and Roblin (1965), using Osgood's semantic differential dimensions, found that variations in the pleasantness of content of spoken passages affected judges' ratings of the speakers on evaluative adjectives but not activity or potency ones. In an earlier study Markel, Meisels and Houck (1964) found that speakers who differed widely in vocal qualities were rated differently on potency adjectives, but not on evaluative adjectives. Hart and Brown (1974) tested the hypothesis which can be abstracted from the two Markel et al studies: that content holds more information for ratings on "evaluative"-type adjectives (like kindness, tolerance, etc.)…”

Section: The Relative Contributions Of Verbal Vocal and Visual Variamentioning

confidence: 97%

Acoustic Determinants of Perceptions of Personality From Speech

Brown¹,

STRONG²,

RENCHER³

1975

International Journal of the Sociology of Language

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The studies reviewed in this paper are somewhat diverse. The one unifying feature in all of them is their purpose of identifying the ways in which non-content aspects of speech elicit personality impressions. Whether the speech variables are dialect (or sociolect) categories or personality-expressive characteristics, whether they are linguistically categorized or acoustically manipulated variables, the central interest is in identifying the "implicit personality theory" of judges in their reactions to various types of speech. THE QUANTIFIABILITY OF VOCAL VARIABLESStudies of "implicit personality theory" (Bruner and Tagiuri, 1954) and interpersonal perception have a long history in social psychology, but investigators have typically avoided using actual people as stimuli, probably because of the difficulties of quantifying the appearance and behavior of stimulus persons. It is easy enough to quantify the personality impression responses of judges by using adjective rating scales, but there are so many aspects to the appearance and observable behavior of the stimulus person that it becomes difficult to specify the cues by which the judge makes his judgments. Many investigators have avoided the problem by reading a list of adjectives to judges, pretending that the traits apply to some real person, and then asking judges to check other adjectives that they think would apply to the person. This procedure might provide useful information about which traits go together to form each judge's "implicit personality theory", but it also runs the risk of being merely a word definition game. 1 1 The same kind of information as to which traits go together in the "implicit personality theories" of persons has been gathered in the more concrete situations where actual people are rated on adjectives. The judgments are made either from acquaintance with the persons or from exposure to the vocal, visual or verbal characteristics of the person and often the ratings are factor analyzed to present the interrelations among the trait adjectives in simplified form. Numerous examples of such studies appear in this review.

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“…Studies investigating ratings of personality from "voice quality" concluded that speakers differing widely in vocal qualities were rated differently on potency adjectives, but not on evaluative adjectives (58); i.e., potency is conveyed primarily by vocal characteristics. More to the point, Hart and Brown (41) found that a competence factor was highly related to Osgood, Suci, and Tannenbaum's (72) potency construct, and that a benevolence factor related to the evaluative adjectives.…”

Section: Vocal Cues and Perceptual Judgmentsmentioning

confidence: 99%

Attributes of a telemarketer's voice and persuasiveness

Ketrow

1990

Journal of Direct Marketing

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It is widely believed that the voice is critical to success in telemarketing. While little research supports this directly, a large body of research related to vocal cues and social cognition establishes clear support for this point of view. This article finds that a fluent, slightly faster than listener, moderately loud voice using a standard dialect, clear diction, and a “normal” voice quality lends itself to greatest perceptions of credibility and social attractiveness for the speaker. This in turn should lead to greater persuasiveness and compliance on the part of the target.

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Judging personality from voice quality.

Cited by 35 publications

References 2 publications

Contact with Students with Hearing Impairments and the Evaluation of Speech Intelligibility and Personal Qualities

Contact with Students with Hearing Impairments and the Evaluation of Speech Intelligibility and Personal Qualities

Acoustic Determinants of Perceptions of Personality From Speech

Attributes of a telemarketer's voice and persuasiveness

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