Using awareness training to decrease nervous habits during public speaking

2016 ◽  
Vol 50 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Claire Spieler ◽  
Raymond Miltenberger
Author(s):  
Stephanie M. Ortiz ◽  
Meghan A. Deshais ◽  
Raymond G. Miltenberger ◽  
Kenneth F. Reeve

2019 ◽  
Vol 52 (3) ◽  
pp. 746-755 ◽  
Author(s):  
Christina C. Montes ◽  
Megan R. Heinicke ◽  
Danielle M. Geierman

2019 ◽  
Vol 3 (3) ◽  
pp. 188
Author(s):  
Yihui Zhuang

<p>This paper briefly summarizes the general requirements of the new curriculum for the cultivation of cultural awareness in English public speaking courses. This paper further analyzes and studies the basic situation of cultural awareness training in college English public speaking courses and some classroom strategies to strengthen cultural awareness training. It mainly includes the study of vocabulary and English idioms, the interpretation of teaching materials, the learning of some tutoring resources, and the development of diversified teaching modes, so as to comprehensively improve teachers' cultural quality and awareness. At the same time, a good atmosphere is created to ensure the cultivation of students' cultural consciousness.</p>


2020 ◽  
Vol 63 (10) ◽  
pp. 3311-3325
Author(s):  
Brittany L. Perrine ◽  
Ronald C. Scherer

Purpose The goal of this study was to determine if differences in stress system activation lead to changes in speaking fundamental frequency, average oral airflow, and estimated subglottal pressure before and after an acute, psychosocial stressor. Method Eighteen vocally healthy adult females experienced the Trier Social Stress Test (TSST) to activate the hypothalamic–pituitary–adrenal axis. The TSST includes public speaking and performing mental arithmetic in front of an audience. At seven time points, three before the stressor and four after the stressor, the participants produced /pa/ repetitions, read the Rainbow Passage, and provided a saliva sample. Measures included (a) salivary cortisol level, (b) oral airflow, (c) estimated subglottal pressure, and (d) speaking fundamental frequency from the second sentence of the Rainbow Passage. Results Ten of the 18 participants experienced a hypothalamic–pituitary–adrenal axis response to stress as indicated by a 2.5-nmol/L increase in salivary cortisol from before the TSST to after the TSST. Those who experienced a response to stress had a significantly higher speaking fundamental frequency before and immediately after the stressor than later after the stressor. No other variable varied significantly due to the stressor. Conclusions This study suggests that the idiosyncratic and inconsistent voice changes reported in the literature may be explained by differences in stress system activation. In addition, laryngeal aerodynamic measures appear resilient to changes due to acute stress. Further work is needed to examine the influence of other stress systems and if these findings hold for dysphonic individuals.


1972 ◽  
Author(s):  
Thomas A. Glass ◽  
John N. Enright ◽  
Janette Rainwater ◽  
Robert W. Resnick

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