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Effects of three parameters on speaking fundamental frequency
H Hollien1, P A Hollien, G de Jong
1Institute for Advanced Studies of the Communication Processes, University of Florida, Gainesville 32611, USA.
The Journal of the Acoustical Society of America
|November 28, 1997
Summary
This study investigated speaking fundamental frequency (SFF) trends, university student bias, and speech type variations. While a minor secular trend and slight physical differences in students were noted, SFF differences between speech types were not robustly predictive.
Area of Science:
- Phonetics and Speech Science
- Acoustic Analysis of Voice
Background:
- Speaking fundamental frequency (SFF), also known as F0, is crucial in speech and voice research.
- Previous studies explored SFF in relation to age, gender, pathology, and more, but some relationships remain unclear.
Purpose of the Study:
- To investigate the long-held notions regarding secular trends in SFF over time.
- To assess potential bias introduced by using university students in speech research.
- To determine if SFF varies systematically between different speech types, specifically oral reading and spontaneous speech.
Main Methods:
- Experimental assessment of speaking fundamental frequency (SFF) levels.
- Comparison of SFF data across different time periods to evaluate secular trends.
- Analysis of SFF in university students versus a broader population cohort.
- Measurement of SFF during oral reading and extemporaneous speaking tasks.
Main Results:
- Limited evidence of a secular trend in SFF was found, appearing inconsequential in recent decades.
- University students, while slightly larger than average, showed only minor vocal differences.
- Oral reading generally yielded higher mean SFF than spontaneous speech, but this difference lacked robustness and predictive value for individuals.
Conclusions:
- Secular trends in SFF are minimal in contemporary times.
- University students are largely representative for SFF research, with negligible bias.
- SFF differences between oral reading and spontaneous speech are not consistently significant or individually predictive.
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