Laryngeal function and vocal fatigue after prolonged reading in individuals with unilateral vocal fold paralysis

The purpose of the present study was to examine the effect of prolonged loud reading, intended to induce fatigue, on vocal function in adults with unilateral vocal fold paralysis (UVFP). Subjects were 20 adults, 37–60 years old, with UVFP secondary to recurrent laryngeal nerve paralysis. Subjective ratings and instrumental measures of vocal function were obtained before and after reading. Statistical analysis revealed subjects rated their vocal quality and physical effort for voicing more severely following prolonged loud reading, whereas expert raters did not detect a significant perceptual difference in vocal quality. Reading fundamental frequency (Fo) was significantly increased following prolonged loud reading, as were mean airflow rates at all pitch conditions. Maximum phonation times for comfort and low pitches significantly decreased during posttests. Multiple regression analyses revealed significant associations between ratings of posttest physical effort and select posttest measures. Interpretation of results indicates the prolonged loud reading task was successful in vocally fatiguing most of the UVFP subjects. Key physiologic correlates of vocal fatigue, in individuals with UVFP, include further reduction of glottic efficiency, resulting in decreased regulation of glottic airflow and a temporary destabilization of speaking fundamental frequency.     

Effects of a vocally fatiguing task and systemic hydration on phonation threshold pressure

Phonation threshold pressure (PTP), effort for speaking, and vibratory closure pattern were assessed in 4 women with normal untrained voices after 2 hours of loud reading. PTP generally increased after this vocally fatiguing task at conversational pitch and 10%, 50%, and especially 80% of the pitch range. Increased systemic hydration by drinking water appeared to attenuate and/or delay the elevation of PTP for 3 subjects, at least at the highest pitch tested. Effort for speaking increased consistently throughout the loud reading task and subsequently decreased after 15 minutes of vocal silence. Upon videostroboscopic examination of the larynx, 3 subjects demonstrated spindle-shaped vibratory closure patterns on occasion after loud reading. The results provide preliminary support for increasing water consumption to reduce or delay some vocal-function changes after prolonged loud phonation in untrained speakers.     

Changes in glottal configuration in women after loud talking

The purpose of this investigation was to examine changes in glottal configuration in women under a variety of pitch and loudness conditions after an interval of loud reading. Twelve young adult women with normal laryngeal structures were photographed under stroboscopic light and sustained the vowel /i/ for a minimum of 3 s, at three pitch levels and three loudness levels, before and after a 15-min interval of loud reading. Results indicate that female speakers tend to alter glottic configurations across phonatory conditions after loud reading, particularly during high-pitch phonation. Specifically, five subjects tended to increase glottal closure, one tended to increase glottal opening, two tended to maintain the identical configuration, and four demonstrated no consistent pattern of response.     

Effects of a Vocally Fatiguing Task and Systemic Hydration on Men''s Voices

Voice disorders, specifically vocal fatigue, are more commonly reported by women than by men. Previously, 4 women with normal untrained voices read loudly for 2 hours in an attempt to fatigue the voice. Vocal function deteriorated, as indicated by increases in phonation threshold pressure (PTP) and self-perceived phonatory effort. The increase in PTP was delayed or attenuated to some degree in 3 of the women when they drank ample amounts of water before the experiment. The current study examined the same vocal-loading task and water-drinking condition in 4 vocally normal men. PTP increased after the loud-reading task. Although 2 of the men appeared to benefit from increased systemic hydration (PTP increased more when they were underhydrated than well-hydrated), the other 2 men's data changed in the opposite direction. Phonatory effort correlated well with PTP; this varied across subject and pitch. Laryngeal endoscopy revealed an anterior glottal gap in two men after the loud-reading task. Amplitude of vocal fold vibration was judged to be reduced after the loud-reading task in three subjects when underhydrated and one subject when well hydrated. The high between-subject variability prohibits a conclusion that drinking water is beneficial to vocal function in men, but all subjects studied to date demonstrated detrimental vocal effects of prolonged loud talking.     

Speech task effects on acoustic and aerodynamic measures of women with vocal nodules

Vowel prolongation is often used to evaluate disordered voice production. In light of previous findings showing that co-articulation has significant influence on laryngeal function measures, the practice of using prolonged vowels to represent a speech sample is questioned. To test whether disordered and normal voice during vowel production is generalizable to connected speech, three speaking tasks were investigated: sustained vowel prolongation, syllable repetition and reading. Statistical differences were found between these tasks for certain amplitude and time based laryngeal function measures for adult women with disordered and normal voice. However, for the specific measures which were statistically different, the actual numerical and perceptual differences may be quite small. From a clinical assessment standpoint, the choice of the speech task may not make an apparent difference in the objective evaluation of disordered voice.     

Physiological aspects of a vocal exercise

The physiological aim of vocal exercises is mostly understood in intuitive terms only. This article presents an attempt to document the phonatory behavior induced by a vocal exercise. An elevated vertical position of the larynx is frequently associated with hyperfunctional phonatory habits, presumably because it induces an exaggerated vocal fold adduction. Using the multichannel electroglottograph (MEGG), the laryngeal position was determined in a group of subjects who performed a voice exercise that contained extremely prolonged versions of the consonant /b:/. This exercise is used by the coauthor (N.E.) as part of a standard vocal exercise program. Two of the seven subjects were dysphonic phonastenic patients, and the rest were normal trained or untrained persons. Different attempts to calibrate the MEGG confirmed a linear relationship with larynx height, provided electrode positioning was correct. The results showed that the exercise induced substantial vertical displacements of the larynx. Comparison with larynx height during voicing of other consonants showed that the /b/, in particular, tended to lower the larynx.     

Physiological differences between the trained and untrained speaking and singing voice

This study concerns the premier singing voice and its relationship to physiological aptitude. Research literature is reviewed that indicates that during singing the trained singer uses different physiological strategies in comparison with the untrained singer, and that the noted physiological differences (respiratory, laryngeal, articulatory) occur during singing only and not during speech. Further, a study was conducted that compared the ability of trained singers versus untrained individuals to (a) discriminate differences in self-generated air pressures and (b) produce and maintain a constant level of air pressure. No significant differences were found between the trained and untrained groups in their ability to discriminate and/or control breath pressure. Combined results of previous studies and present findings lead to the tentative conclusion that the excelled singer is not physiologically endowed and/or “gifted,” but rather has benefited from technical voice training     

Speech breathing during reading in women withvocal nodules

This study examined speech breathing patterns during reading bywomen with bilateral vocal fold nodules judged as mildly dysphonic and by women without vocal nodules. Although it might be predictable that the speech breathing patterns of individuals with laryngeal dysfunction will differ from those without laryngeal dysfunction, there is a lack of empirical data to support such assumptions.The results of the current study indicated that glottal airflow was greaterduring reading for the women with vocal nodules and that a larger volume of air was expended both per syllable and per breath group during reading. The rate of speech did not significantly differ between the two groups of women. There was no significant difference for the average duration of the breath groups and no significant difference for the number of syllables spoken per breath group. Additionally, both groups of women demonstrated a similar pattern of inspiratory pause location during the reading. The results suggest that speech breathing patterns associated with dysphonia be examined independently to distinguish specifically the nature of the interaction between the laryngeal dysfunction and the speech breathing pattern. Certainly, more information on how the severity of a voice disorder influences speech breathing is necessary.     

Vibrotactile perception of suprasegmental features of speech: a comparison of single-channel and multichannel instruments

The recognition of three suprasegmental aspects of speech--the number of syllables in a word, the stress pattern of a word, and rising or falling intonation patterns--through a single-channel tactile device and through a 24-channel tactile vocoder, using two groups of normal-hearing subjects, was compared. All subjects received an initial pretest on three recognition tasks, one for each prosodic feature. Half the subjects from each group then received 12 h of training with feedback on the tasks and stimuli used in the pretest. All subjects received a post-test which contained physically different stimuli from those previously tested. Performance was significantly better on the syllable-number and syllabic stress tasks with the single-channel than with the multichannel device on both the pre- and post-tests; no difference was found for the intonation task. Performance on the post-test was poorer for all trained subjects compared to their final training results, suggesting that cues learned in training were not readily transferable to new stimuli, even those with similar prosodic characteristics. Overall, the results provide support for the notion that certain prosodic features of speech may be conveyed more readily when the waveform envelope is preserved.     

Perceptual learning of spectrally degraded speech and environmental sounds

Adaptation to the acoustic world following cochlear implantation does not typically include formal training or extensive audiological rehabilitation. Can cochlear implant (CI) users benefit from formal training, and if so, what type of training is best? This study used a pre-/posttest design to evaluate the efficacy of training and generalization of perceptual learning in normal hearing subjects listening to CI simulations (eight-channel sinewave vocoder). Five groups of subjects were trained on words (simple/complex), sentences (meaningful/anomalous), or environmental sounds, and then were tested using an open-set identification task. Subjects were trained on only one set of materials but were tested on all stimuli. All groups showed significant improvement due to training, which successfully generalized to some, but not all stimulus materials. For easier tasks, all types of training generalized equally well. For more difficult tasks, training specificity was observed. Training on speech did not generalize to the recognition of environmental sounds; however, explicit training on environmental sounds successfully generalized to speech. These data demonstrate that the perceptual learning of degraded speech is highly context dependent and the type of training and the specific stimulus materials that a subject experiences during perceptual learning has a substantial impact on generalization to new materials.     

Perception of intraphonemic differences by phoneticians, musicians, and inexperienced listeners

Several studies have shown that extensive training with synthetic speech sounds can result in substantial improvements in listeners' perception of intraphonemic differences. The purpose of the present study was to investigate the effects of listening experience on the perception of intraphonemic differences in the absence of specific training with the synthetic speech sounds being tested. Phonetically trained listeners, musicians, and untrained listeners were tested on a two-choice identification task, a three-choice identification task, and an ABX discrimination task using a synthetic [bi]-[phi] continuum and a synthetic [wei]-[rei] continuum. The three-choice identification task included the identification of stimuli with an "indefinite" or "ambiguous" quality in addition to clear instances of the opposing phonetic categories. Results included: (1) All three subject groups showed some ability to identify ambiguous stimuli; (2) phonetically trained listeners were better at identifying ambiguous stimuli than musicians and untrained listeners; (3) phonetically trained listeners performed better on the discrimination task than musicians and untrained listeners; (4) musicians and untrained listeners did not differ on any of the listening tasks; and (5) participation by the inexperienced listeners in a 10-week introductory phonetics course did not result in improvements in either the three-choice identification task or the discrimination task.     

Maximum Duration of Sustained /s/ and /z/ and the s/z Ratio With Controlled Intensity

SUMMARY: The purpose of this study was to compare maximum prolongations of controlled-intensity /s/ vs. /z/ in young healthy male and female adults and to compare the s/z ratio in young men and women. Twenty young adult men and 20 young adult women were included in this study. Participants produced 10 trials of /s/ and 10 of /z/ with a controlled intensity of 60-dB sound-pressure level (SPL). Maximum prolongations and s/z ratio were determined by three different methods: based on the longest out of 10 trials, the longest of 3 trials, and an average of the first 3 trials. Results revealed that based on averaged group data, /s/ and /z/ seemed to be prolonged for similar durations. Men consistently prolonged both phonemes significantly longer than women. There were no significant differences in s/z ratio between men and women. However, when individual data were reviewed, it seemed that some subjects consistently prolonged /s/ for a longer duration than /z/, some subjects prolonged /z/ longer than /s/, and some subjects actually produced approximately equal durations of the two phonemes. It was further noted that /s/ durations were more favorably impacted by practice than /z/ durations.     

Comparison of Singer''s Formant, Speaker''s Ring, and LTA Spectrum Among Classical Singers and Untrained Normal Speakers

Many studies have described and analyzed the singer's formant. A similar phenomenon produced by trained speakers led some authors to examine the speaker's ring. If we consider these phenomena as resonance effects associated with vocal tract adjustments and training, can we hypothesize that trained singers can carry over their singing formant ability into speech, also obtaining a speaker's ring? Can we find similar differences for energy distribution in continuous speech? Forty classically trained singers and forty untrained normal speakers performed an all-voiced reading task and produced a sample of a sustained spoken vowel /a/. The singers were also requested to perform a sustained sung vowel /a/ at a comfortable pitch. The reading was analyzed by the long-term average spectrum (LTAS) method. The sustained vowels were analyzed through power spectrum analysis. The data suggest that singers show more energy concentration in the singer's formant/speaker's ring region in both sung and spoken vowels. The singers' spoken vowel energy in the speaker's ring area was found to be significantly larger than that of the untrained speakers. The LTAS showed similar findings suggesting that those differences also occur in continuous speech. This finding supports the value of further research on the effect of singing training on the resonance of the speaking voice.     

Time-of-day effects on voice range profile performance in young, vocally untrained adult females

Time-of-day effects on voice range profile performance were investigated in 20 vocally healthy untrained women between the ages of 18 and 35 years. Each subject produced two complete voice range profiles: one in the morning and one in the evening, about 36 hours apart. The order of morning and evening trials was counterbalanced across subjects. Dependent variables were (1) average minimum and average maximum intensity, (2) Voice range profile area and (3) center of gravity (median semitone pitch and median intensity). In this study, the results failed to reveal any clear evidence of time-of-day effects on voice range profile performance, for any of the dependent variables. However, a reliable interaction of time-of-day and trial order was obtained for average minimum intensity. Investigation of other subject populations, in particular trained vocalists or those with laryngeal lesions, is required for any generalization of the results.     

The Speaker's Formant

The current study concerns speaking voice quality in two groups of professional voice users, teachers (n = 35) and actors (n = 36), representing trained and untrained voices. The voice quality of text reading at two intensity levels was acoustically analyzed. The central concept was the speaker's formant (SPF), related to the perceptual characteristics "better normal voice quality" (BNQ) and "worse normal voice quality" (WNQ). The purpose of the current study was to get closer to the origin of the phenomenon of the SPF, and to discover the differences in spectral and formant characteristics between the two professional groups and the two voice quality groups. The acoustic analyses were long-term average spectrum (LTAS) and spectrographical measurements of formant frequencies. At very high intensities, the spectral slope was rather quandrangular without a clear SPF peak. The trained voices had a higher energy level in the SPF region compared with the untrained, significantly so in loud phonation. The SPF seemed to be related to both sufficiently strong overtones and a glottal setting, allowing for a lowering of F4 and a closeness of F3 and F4. However, the existence of SPF also in LTAS of the WNQ voices implies that more research is warranted concerning the formation of SPF, and concerning the acoustic correlates of the BNQ voices.     

A Comparison of Trained and Untrained Vocalists on the Dysphonia Severity Index

The purposes of this study were (1) to compare trained and untrained singers on the Dysphonia Severity Index (DSI) and its component measures, and (2) to contribute to normative DSI data for trained singers. This study included 36 untrained participants (15 males and 21 females) and 30 participants (15 males and 15 females) with singing experience between the ages of 18 and 30 years. Measures of maximum phonation time (MPT), highest phonational frequency, lowest intensity, and jitter were obtained for each subject and incorporated into the previously published multivariate DSI formula. Results indicated that vocally trained subjects have significantly higher DSI scores than untrained subjects (mean DSI: 6.48 vs 4.00, respectively), with significant differences observed between trained and untrained groups for three of the four components of the DSI (F₀ high; I low; jitter). The findings of this study are consistent with previous reports that indicate significant increases in the DSI with vocal training, and with various studies that have observed increased vocal capability in trained singers versus their untrained counterparts. The results of this study indicate that alternative normative expectations for the DSI may need to be taken into account when using the DSI with patients who have participated in directed vocal training, such as choral participation and voice/singing lessons.     

Comparative learning of pitch and loudness identification

This study investigated possible similarities between the ability to identify pitches and the ability to identify loudnesses. Systematic training of musically naive subjects indicated that frequency identification performance improves at about the same rate as intensity identification performance. Examination of frequency and intensity identification behavior of musically trained subjects showed that their ability to code pitch information efficiently does not generalize to an ability to encode loudness information more efficiently than untrained subjects. Intensity identification training curves of musically trained and untrained subjects are similar, but final performance levels are below frequency identification performance levels exhibited by musically trained subjects, especially those with absolute pitch.     

Pitch Matching Accuracy of Trained Singers, Untrained Subjects with Talented Singing Voices, and Untrained Subjects with Nontalented Singing Voices in Conditions of Varying Feedback

At a physiological level, the act of singing involves control and coordination of several systems involved in the production of sound, including respiration, phonation, resonance, and afferent systems used to monitor production. The ability to produce a melodious singing voice (eg, in tune with accurate pitch) is dependent on control over these motor and sensory systems. To test this position, trained singers and untrained subjects with and without expressed singing talent were asked to match pitches of target pure tones. The ability to match pitch reflected the ability to accurately integrate sensory perception with motor planning and execution. Pitch-matching accuracy was measured at the onset of phonation (prephonatory set) before external feedback could be utilized to adjust the voiced source, during phonation when external auditory feedback could be utilized, and during phonation when external auditory feedback was masked. Results revealed trained singers and untrained subjects with singing talent were no different in their pitch-matching abilities when measured before or after external feedback could be utilized. The untrained subjects with singing talent were also significantly more accurate than the trained singers when external auditory feedback was masked. Both groups were significantly more accurate than the untrained subjects without singing talent.     

Effects of Vocal Training and Phonatory Task on Voice Onset Time

OBJECTIVES/HYPOTHESIS: The purpose of this study was to examine the temporal-acoustic differences between trained singers and nonsingers during speech and singing tasks. METHODS: Thirty male participants were separated into two groups of 15 according to level of vocal training (ie, trained or untrained). The participants spoke and sang carrier phrases containing English voiced and voiceless bilabial stops, and voice onset time (VOT) was measured for the stop consonant productions. RESULTS: Mixed analyses of variance revealed a significant main effect between speech and singing for /p/ and /b/, with VOT durations longer during speech than singing for /p/, and the opposite true for /b/. Furthermore, a significant phonatory task by vocal training interaction was observed for /p/ productions. CONCLUSIONS: The results indicated that the type of phonatory task influences VOT and that these influences are most obvious in trained singers secondary to the articulatory and phonatory adjustments learned during vocal training.