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Effects of immediate feedback on learning auditory perceptual voice quality evaluation
Karen M K Chan1, Margaret Li, Tze Ying Law
1The University of Hong Kong, China. karencmk@hku.hk
International Journal of Speech-Language Pathology
|June 1, 2012
Summary
Immediate feedback aids voice quality training, but its long-term effectiveness for speech-language pathologists is unclear. Training without frequent immediate feedback may be more beneficial for auditory-perceptual voice evaluation.
Area of Science:
- Speech and Hearing Science
- Auditory Perception Research
- Voice Quality Analysis
Background:
- Auditory-perceptual skills are crucial for speech-language pathologists.
- Training methods for voice quality perception require optimization.
- Immediate feedback's role in perceptual skill acquisition is not fully understood.
Purpose of the Study:
- To investigate the impact of immediate feedback on training listeners to perceive voice quality.
- To compare the effectiveness of training with and without immediate feedback.
- To assess the retention of perceptual voice quality skills after training.
Main Methods:
- Sixty naive listeners were divided into three groups: feedback, no feedback, and control.
- Participants evaluated breathiness severity using a reference-matching paradigm.
- Training involved immediate feedback, no immediate feedback, or no training, with assessments before, 2 days after, and 1 week after.
Main Results:
- Both feedback and no-feedback groups showed significant initial improvement.
- The immediate feedback group did not retain improvements one week post-training.
- The no-feedback group demonstrated better skill retention compared to the immediate feedback group.
Conclusions:
- A reference-matching training paradigm without frequent immediate feedback is suggested for voice evaluation training.
- Further research is needed to determine the optimal frequency of immediate feedback.
- Listener training for voice quality perception may benefit from modified feedback protocols.
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