The role of cognitive cueing in eliciting vocal variability

Variation in duration and frequency during three readings of each of eight sentences by 9 normal and 4 voice-disordered subjects are compared. Instructions to the subjects varied with respect to the amount and type of cognitive cueing presented in the trials, and the sentences were read in random order. Variability in fundamental frequency (F0) was greater when pitch variation was specifically cued. Also, the portion of the sentence that was cued had greater variability in F0 than other parts of the sentence. Variation in fundamental frequency was significantly greater in the cued versus uncued sentence trials for the voice-disordered subjects but not for the normal subjects. However, all subjects exhibited significantly greater duration for cued versus uncued readings of the same sentences. Implications for theory and practice are discussed.