Speaking Fundamental Frequency Characteristics of Five- and Six-Year-Old Children with Mongolism

1970 ◽  
Vol 13 (2) ◽  
pp. 418-425 ◽  
Author(s):  
Bernd Weinberg ◽  
Marsha Zlatin
Keyword(s):  
Fundamental Frequency ◽  
Trisomy 21 ◽  
Clinical Observation ◽  
Control Sample ◽  
Frequency Standard ◽  
Normal Children ◽  
The Subject ◽  
The Mean ◽  
Voice Fundamental Frequency ◽  
Speaking Fundamental Frequency

Spontaneous speech samples of 27 children with trisomy-21 type Down’s syndrome and 66 normal children were tape-recorded and analyzed for mean fundamental frequency, standard deviation, and range. Results indicate that the mean speaking fundamental frequency (SFF) level for the sample of children with mongolism was significantly higher than the mean SFF level for the control sample. Approximately 50% of the children with mongolism had mean SFF levels exceeding the highest mean SFF level of their matched controls. In only two cases did the mean SFF for a child with mongolism fall below the mean SFF level for control children of the same age and sex. No child with mongolism exhibited a mean SFF level below the lowest mean SFF for any control subject. The subject in question is the clinical observation that children with mongolism typically have low voice fundamental frequency levels.

Stutterers' and Nonstutterers' Voice Fundamental Frequency Changes in Response to Auditory Stimuli

1988 ◽  
Vol 31 (4) ◽  
pp. 549-555 ◽  
Author(s):  
Ann McLean-Muse ◽  
Charles R. Larson ◽  
Hugo H. Gregory
Keyword(s):  
Fundamental Frequency ◽  
Adult Male ◽  
Acoustic Analysis ◽  
Group Differences ◽  
Significant Group ◽  
Constant Pitch ◽  
The Mean ◽  
Frequency Changes ◽  
Temporal Measures ◽  
Voice Fundamental Frequency

An acoustic analysis of certain aspects of voice fundamental frequency (F o ) in response to auditory clicks may provide a tool for studying short-latency auditory-laryngeal reflexes in humans (Sapir, McClean, & Larson, 1983). The purpose of this investigation was to compare 18 adult male stutterers' and 19 adult male nonstutterers' auditory-laryngeal reflexes. Subjects sustained phonation at constant pitch and intensity levels while receiving bilateral auditory click stimuli. F o signal averages were generated and measured. Data analyses indicated that there were no differences between stutterers and nonstutterers with respect to the frequency of reflex occurrence. Also, there were no significant group differences with respect to the mean reflex temporal measures or the variability of the reflex temporal measures.

The Effects of Cigarette Smoking on Voice-Fundamental Frequency

1987 ◽  
Vol 97 (4) ◽  
pp. 376-380 ◽  
Author(s):  
Christopher H. Murphy ◽  
Philip C. Doyle
Keyword(s):  
Cigarette Smoking ◽  
Fundamental Frequency ◽  
Matched Control ◽  
Vocal Folds ◽  
Group Research ◽  
The Mean ◽  
Voice Fundamental Frequency ◽  
The Voice ◽  
Previous Group ◽  
Age And Sex

Previous group research has shown that the mean voice-fundamental frequency (F0) for individuals who smoke is lower than that of age- and sex-matched nonsmokers. It is believed that this reduction in F0 is a result of edema of the vocal folds caused by tobacco smoke. This study investigated F0 changes during smoking and no-smoking periods. Data were collected before, during, and after a 40-hour period of no-smoking. Analysis of the voice recordings showed a rise in voice F0 for the two smoking subjects during the 40-hour no-smoking period. Age- and sex-matched control subjects did not show a rise in their F0 during the same tasks. Results suggest that the pitch-lowering effects of cigarette smoking may be reversed after as few as 40 hours of smoking cessation.

Selected Acoustic Characteristics of Esophageal Speech Produced by Female Laryngectomees

1972 ◽  
Vol 15 (1) ◽  
pp. 211-216 ◽  
Author(s):  
Bernd Weinberg ◽  
Suzanne Bennett
Keyword(s):  
Sex Differences ◽  
Fundamental Frequency ◽  
Total Sample ◽  
Acoustic Characteristics ◽  
Male And Female ◽  
Fundamental Frequencies ◽  
Esophageal Speech ◽  
Significant Difference ◽  
The Mean ◽  
Voice Fundamental Frequency

Voice fundamental frequency (VFF), phonation time, and duration characteristics were analyzed for 15 female and 18 male esophageal speakers to determine whether acoustic differences existed as a function of speaker sex. A significant difference was found between the mean fundamental frequency of esophageal speech produced by men and that produced by women. The average VFF of women was approximately seven semitones higher than that established for men. Without regard to speaker sex, the average voice fundamental frequency for the total sample of 33 talkers was 24.9 semitones (69 Hz). Mean fundamental frequencies for individual speakers ranged from 12.9–43.7 semitones (33–200 Hz). No significant sex differences were found for VFF variability, phonation time, and duration measures. The findings highlight the need for investigators to control for acoustic differences between male and female esophageal speakers.

Speaking Fundamental Frequency and Chronologic Age in Males

1972 ◽  
Vol 15 (1) ◽  
pp. 155-159 ◽  
Author(s):  
Harry Hollien ◽  
Thomas Shipp
Keyword(s):  
Fundamental Frequency ◽  
Mean Frequency ◽  
The Mean ◽  
Speaking Fundamental Frequency

Data are presented on the mean speaking fundamental frequency (SFF) of 175 male talkers, ranging in age from 20 to 89 years. Mean frequency levels by age decade show a progressive lowering of SFF from age 20 to 40 with a rise in level from age 60 through the 80’s.

Aerodynamic and Acoustic Voice Measures Before and After an Acute Public Speaking Stressor

2020 ◽  
Vol 63 (10) ◽  
pp. 3311-3325
Author(s):  
Brittany L. Perrine ◽  
Ronald C. Scherer
Keyword(s):  
Fundamental Frequency ◽  
Salivary Cortisol ◽  
Public Speaking ◽  
Stress System ◽  
Before And After ◽  
Subglottal Pressure ◽  
Response To Stress ◽  
System Activation ◽  
Speaking Fundamental Frequency ◽  
Pituitary Adrenal Axis

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.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PENGGUNAAN VIDEO PEMBELAJARAN BAGI SISWA KELAS IV DI SDN 187/IV KOTA JAMBI

2015 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Juniar Siregar
Keyword(s):  
Action Research ◽  
Research Method ◽  
Research Report ◽  
The Third ◽  
The Media ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study presents a research report on improving students’ Learning results on IPA through Video. The objective was to find out whether students’ learning result improved when they are taught by using Video. It was conducted using classroom action research method. The subject of the study was the Grade IV students of SDN 187/IV Kota Jambi which is located on Jln. Adi Sucipto RT 05 Kecamatan Jambi Selatan, and the number of the students were 21 persons. The instruments used were test. In analyzing the data, the mean of the students’ score for the on fisrt sycle was 65,4 (42,85%) and the mean on cycle two was 68,5 (37,15%) and the mean of the third cycle was 81,4 (100%). Then it can be concluded that the use of video on learning IPA can improve the students’ learning result. It is suggested that teachers should use video as one of the media to improve students’ learning result on IPA.Keywords : IPA, students’ learning result, video

CHROMATOGRAPHY OF THE 17-KETOGENIC STEROIDS IN THE DIAGNOSIS AND CONTROL OF CONGENITAL ADRENAL HYPERPLASIA

1960 ◽  
Vol XXXIII (II) ◽  
pp. 230-250 ◽  
Author(s):  
Eileen E. Hill
Keyword(s):  
Congenital Adrenal Hyperplasia ◽  
List Type ◽  
Adrenal Hyperplasia ◽  
Normal Children ◽  
Paediatric Practice ◽  
The Mean ◽  
Cortisone Therapy ◽  
And Control ◽  
Clinical Problems ◽  
Stimulation Of

ABSTRACT A method for the fractionation of the urinary 17-ketogenic steroids with no oxygen grouping at C11 and those oxygenated at C11, is applied to the clinical problems of congenital adrenal hyperplasia. In normal children the mean ratio of the non-oxygenated to oxygenated steroids is 0.24. In childrern with congenital adrenal hyperplasia the ratio is 2.3. The reason for this difference in ratio is discussed. The changes in ratio found under stimulation of the adrenal gland with exogenous or endogenous corticotrophin and the suppression with cortisone therapy are studied. This test can be applied to isolated samples of urine, a major advantage in paediatric practice, and can be carried out in routine laboratories. It is found to be reliable in the diagnosis and sensitive in the control of congenital adrenal hyperplasia.

THE USE OF COMMUNITY LANGUAGE LEARNINGMETHOD TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Widoyo Putro ◽  
Berlin Sibarani
Keyword(s):  
Language Learning ◽  
Secondary Data ◽  
Primary Data ◽  
Second Grade ◽  
Learning Method ◽  
Field Notes ◽  
The Subject ◽  
The Mean ◽  
Method Improvement ◽  
Community Language

This study is aimed at improving the second grade of students’ speakingachievement by using Community Language Learning (CLL) Method. Theresearch was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah Atas Swasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (SpeakingTest) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking by using Community Language Learningcould significantly improve students’ speaking achievement.Key Words: Community Language Learning, Method, Improvement, Speaking Achievement

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

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