The Impact of Dysphonic Voices on Healthy Listeners: Listener Reaction Times, Speech Intelligibility, and Listener Comprehension

Evitts, Paul M.; Starmer, Heather M.; Teets, Kristine; Montgomery, Christen; Calhoun, Lauren; Schulze, Allison; MacKenzie, Jenna; Adams, Lauren

doi:10.1044/2016_ajslp-14-0183

Cited by 34 publications

(27 citation statements)

References 67 publications

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“…Speakers with voice disorders have been repeatedly shown to be more difficult to understand relative to speakers without voice disorders. [8][9][10][11][12][13][14] Disordered voice production is associated with a number of deviations that may contribute to decreased intelligibility, including decreased vocal intensity, 8 and noisy turbulent airflow. 9 In the setting of incomplete glottic closure, speakers have more errors in stop consonant production, as well as increased turbulence during high-frequency sounds, 11 which can impact the ability of listeners to differentiate between sounds.…”

Section: Introductionmentioning

confidence: 99%

Hey Siri: How Effective are Common Voice Recognition Systems at Recognizing Dysphonic Voices?

et al. 2020

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Objectives/Hypothesis: Interaction with voice recognition systems, such as Siri™ and Alexa™, is an increasingly important part of everyday life. Patients with voice disorders may have difficulty with this technology, leading to frustration and reduction in quality of life. This study evaluates the ability of common voice recognition systems to transcribe dysphonic voices.Study Design: Retrospective evaluation of "Rainbow Passage" voice samples from patients with and without voice disorders.Methods: Participants with (n = 30) and without (n = 23) voice disorders were recorded reading the "Rainbow Passage". Recordings were played at standardized intensity and distance-to-dictation programs on Apple iPhone 6S™, Apple iPhone 11 Pro™, and Google Voice™. Word recognition scores were calculated as the proportion of correctly transcribed words. Word recognition scores were compared to auditory-perceptual and acoustic measures.Results: Mean word recognition scores for participants with and without voice disorders were, respectively, 68.6% and 91.9% for Apple iPhone 6S™ (P < .001), 71.2% and 93.7% for Apple iPhone 11 Pro™ (P < .001), and 68.7% and 93.8% for Google Voice™ (P < .001). There were strong, approximately linear associations between CAPE-V ratings of overall severity of dysphonia and word recognition score, with correlation coefficients (R 2 ) of 0.609 (iPhone 6S™), 0.670 (iPhone 11 Pro™), and 0.619 (Google Voice™). These relationships persisted when controlling for diagnosis, age, gender, fundamental frequency, and speech rate (P < .001 for all systems).Conclusion: Common voice recognition systems function well with nondysphonic voices but are poor at accurately transcribing dysphonic voices. There was a strong negative correlation with word recognition scores and perceptual voice evaluation. As our society increasingly interfaces with automated voice recognition technology, the needs of patients with voice disorders should be considered.

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Section: Introductionmentioning

confidence: 99%

Hey Siri: How Effective are Common Voice Recognition Systems at Recognizing Dysphonic Voices?

et al. 2020

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“…Acrescenta-se a isso o fato de que o uso da voz falada está diretamente relacionado à comunicação, à transmissão de uma mensagem ao interlocutor. Dessa forma, a distorção do sinal acústico produzido por uma laringe alterada e suas repercussões nos articuladores podem comprometer a inteligibilidade de fala, seja pela perda da informação acústica ou pela diminuição da distintividade em segmentos vocálicos e/ou consonantais (24) .…”

Section: Discussionunclassified

Efeito imediato de diferentes exercícios no espaço vocálico de mulheres com e sem nódulos vocais

França

Almeida

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2022

CoDAS

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RESUMO Objetivo Investigar o efeito imediato da vibração sonorizada de língua (VSL), do canudo de alta resistência no ar (CAR) e da sobrearticulação (SA) sobre o espaço vocálico de mulheres vocalmente saudáveis (MVS) e com nódulos vocais (MNV). Método Participaram 12 mulheres no MNV e 12 mulheres no MVS, alocadas para execução dos exercícios vocais de VSL, CAR e AS. Cada participante realizou apenas um dos três exercícios propostos, durante 5 minutos, antecedidos e sucedidos pela gravação de uma sequência de frases-veículo para extração dos formantes (F1 e F2) dos segmentos vocálicos [a, i, u]. O espaço vocálico foi analisado por meio das diferenças entre as medidas dos formantes das vogais. Resultados houve redução de F1 no intervalo [a]-[i] e [i]-[u] e de F2 entre as vogais [a]-[u] e [i]-[u] no MVS, após realização do CAR. No MNV, observou-se redução de F2 no intervalo [a]-[i] após VSL. Na análise intergrupo, houve maiores valores de F1 entre os intervalos das vogais [a]-[i] e [i]-[u] no MVS, antes da realização do CAR, e após exercício apenas no intervalo [a]-[i]. Observou-se maior valor de F1 e F2 no intervalo entre as vogais [i]-[u] no MNV após VSL. Conclusão O exercício de VSL diminuiu o espaço vocálico em mulheres do MNV. O CAR reduziu o espaço vocálico de mulheres do MVS. O MNV apresentou menor espaço vocálico em relação ao MVS, antes e após a realização do CAR. Houve redução do espaço vocálico no MNV em relação ao MNV após o exercício de VSL.

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“…Voice quality has also been shown to affect performance: children listening to a dysphonic voice performed significantly poorer on more difficult items compared to children listening to a typical voice [23]. Perhaps more important, perceived listening effort seems to increase when listening to a dysphonic voice even if test results are not affected [24][25][26]. The in-service training in the present study is based on results from the above-mentioned studies.…”

Section: Introductionmentioning

confidence: 94%

“…view their voice problems as an occupational hazard. It is thus important to increase the teachers' awareness of the voice for their personal health and to increase the understanding of how their communication and voice affect the listeners [26].…”

Section: Self-assessment Of Vocal Health (Vhi-11)mentioning

confidence: 99%

Implementation and evaluation of a teacher intervention program on classroom communication

Karjalainen

Sahlén

Falck

et al. 2019

Logopedics Phoniatrics Vocology

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Background: Media frequently report on overall work-place challenges in Swedish schools, including teachers' working conditions, their well-being, and students' declining results. Language is the key to success in every school subject. Therefore, optimal language learning environments are important. Poor sound environments affect teachers' vocal health, their general well-being, and students' performance. To provide better conditions for teachers and students, it is necessary to combine optimized room acoustics with other preventive measures such as vocal training and evidence-based tools to improve classroom communication. Teachers play a key role in the classroom and need knowledge and skills in communicative strategies to ensure first-class communication. The purpose of this study is to explore the effects of an intervention program for primary-school teachers comprising strategies for enhanced language learning and interactions in the classroom, with focus on teachers' verbal and body communication (voice, gaze, and gesture). Methods: Teachers (n ¼ 25) from seven schools teaching in school year 3-6 participated. Assessments were made pre/post intervention and at 5-weeks and 3-months follow-up. The assessments included teachers' self-assessments (questionnaires) of vocal health, self-efficacy, stress, burnout, and psychosocial work-environment. Results: The main results were significant decrease in voice problems at the 3-months follow-up and significant decrease of both stress and degree of burnout at 5-weeks follow-up. Self-efficacy score had increased significantly at 5-week follow-up. Conclusion:It can be concluded that the intervention program improves teachers' self-reported vocal health, decreases their perception of stress, and degree of burnout whilst increasing their sense of self-efficacy in classroom management.

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The Impact of Dysphonic Voices on Healthy Listeners: Listener Reaction Times, Speech Intelligibility, and Listener Comprehension

Abstract: Results of the study suggest that although listeners require more time to process and have more intelligibility errors when presented with speech stimuli from speakers with dysphonia secondary to phonotrauma, listener comprehension may not be affected.

Cited by 34 publications

References 67 publications

Hey Siri: How Effective are Common Voice Recognition Systems at Recognizing Dysphonic Voices?

Hey Siri: How Effective are Common Voice Recognition Systems at Recognizing Dysphonic Voices?

Efeito imediato de diferentes exercícios no espaço vocálico de mulheres com e sem nódulos vocais

Implementation and evaluation of a teacher intervention program on classroom communication

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