What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding

The purpose of this research was to investigate memory representations related to speech processing. Psycholinguistic and speech motor control theorists have hypothesized a variety of fundamental memory representations, such as syllables or phonemes, which may be learned during speech acquisition tasks. Yet, it remains unclear which fundamental representations are encoded and retrieved during learning and generalization tasks. Two experiments were conducted using a motor learning paradigm to investigate if representations for syllables and phonemes were acquired during a nonword repetition task. Additionally, different training modalities were implemented across studies to examine if training modality influenced memory encoding for nonword stimuli. Results suggest multiple representations may be acquired during training regardless of training modality; however, the underlying memory representations learned during training may be less abstract than current models hypothesize

Behavioral Treatment of Voice Disorders in Teachers

INTRODUCTION: The purpose of this paper is to review the literature on the behavioral treatment of voice disorders in teachers. The focus is on phonogenic disorders, that is voice disorders thought to be caused by voice use. METHODS: Review of the literature and commentary. RESULTS: The review exposes distinct holes in the literature on the treatment of voice problems in teachers. However, emerging trends in treatment are noted. For example, most studies identified for review implemented a multiple-therapy approach in a group setting, in contrast to only a few studies that assessed a single-therapy approach with individual patients. Although the review reveals that the evidence around behavioral treatment of voice disorders in teachers is mixed, a growing body of data provides some indicators on how effectively rehabilitation of teachers with phonogenic voice problems might be approached. Specifically, voice amplification demonstrates promise as a beneficial type of indirect therapy and vocal function exercises as well as resonant voice therapy show possible benefits as direct therapies. Finally, only a few studies identified even remotely begin to meet guidelines of the Consolidated Standards of Reporting Trials statement, a finding that emphasizes the need to increase the number of investigations that adhere to strict research standards. CONCLUSIONS: Although data on the treatment of voice problems in teachers are still limited in the literature, emerging trends are noted. The accumulation of sufficient studies will ultimately provide useful evidence about this societally important issue

Vocal Fatigue- Role of Aerobic Conditioning in Metabolic Cost and Recovery from Reading

Vocal fatigue is among the most debilitating conditions affecting individuals with voice disorders, with little known about its actual metabolic mechanisms. The current study aims to address this issue by investigating the hypothesis that neuromuscular inefficiency, cardiovascular recovery deficits, or both, may play a role in vocal fatigue

Metabolic Mechanisms of Vocal Fatigue

Objective This study aimed to identify potential metabolic mechanisms including (1) neuromuscular inefficiency, (2) cardiovascular recovery deficits, or (3) both, in individuals with complaints of vocal fatigue

Vocal Fatigue Index (VFI): Development and Validation

Summary Objective To develop a psychometrically sound self-report questionnaire, the Vocal Fatigue Index (VFI), to help identify individuals with vocal fatigue (VF) and characterize their complaints. Study Design Descriptive research—scale development. Methods Four laryngologists and six speech-language pathologists specialized in voice created a beta version of the VFI (version 1), an index of 21 statements they considered to reflect VF. Two hundred patients presenting to two different clinics completed the VFI-1. Two items from VFI-1 were excluded because of poor item-to-total correlations. The final VFI of 19 items (version 2), completed by 105 patients with voice complaints and 70 vocally healthy individuals, was assessed for its psychometric properties. Results Test-retest reliability for the final VFI was generally strong, as was sensitivity and specificity using the classification table under logistic regression for correctly distinguishing individuals with and without VF. Moreover, factor analysis indicated that VF may be characterized by three factors: (1) factor 1, related to tiredness of voice and voice avoidance, (2) factor 2, related to physical discomfort associated with voicing, and (3) factor 3, related to improvement of symptoms with rest. Conclusion The VFI is a standardized tool that can identify individuals with probable VF with good reliability, validity, sensitivity, and specificity

What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding

The purpose of this research was to investigate memory representations related to speech processing. Psycholinguistic and speech motor control theorists have hypothesized a variety of fundamental memory representations, such as syllables or phonemes, which may be learned during speech acquisition tasks. Yet, it remains unclear which fundamental representations are encoded and retrieved during learning and generalization tasks. Two experiments were conducted using a motor learning paradigm to investigate if representations for syllables and phonemes were acquired during a nonword repetition task. Additionally, different training modalities were implemented across studies to examine if training modality influenced memory encoding for nonword stimuli. Results suggest multiple representations may be acquired during training regardless of training modality; however, the underlying memory representations learned during training may be less abstract than current models hypothesize