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Undergraduate Thesis: Effects of self-controlled feedback paradigm on motor learning of a "relaxed phonation" task
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TitleEffects of self-controlled feedback paradigm on motor learning of a "relaxed phonation" task
 
AuthorsYiu, Ka-yan
姚嘉欣
 
Issue Date2010
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractThe present study investigated the effects of self-controlled feedback paradigm on motor learning of a relaxed phonation task. Twenty-four vocally healthy individuals were randomly assigned into two groups: self-controlled feedback group (SELF) and clinician-controlled feedback group (YOKED). The participants were instructed to read aloud sentence stimuli. Surface electromyographic values (sEMG) measured at thyrohyoid site were provided as biofeedback. The SELF group received sEMG biofeedback whenever they requested, and the YOKED group received the same feedback schedule as chosen by their self-controlled counterparts. Results revealed significant reduction of muscle tension across training sessions. Generalization was shown to reading of untrained passage in both groups. However, the results failed to demonstrate differences between the SELF and YOKED groups. It provided no clear evidence to conclude the self-controlled feedback paradigm was beneficial to learning of relaxed phonation. The guidance hypothesis might have accounted for the absence of self-controlled learning effect in the study.
 
Description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 30 June, 2010."
Includes bibliographical references (p. 23-25).
Thesis (B.Sc)--University of Hong Kong, 2010.
 
DegreeBachelor of Science in Speech and Hearing Sciences
 
SubjectSpeech -- Physiological aspects.
Sound -- Psychological aspects.
Motor learning.
 
Dept/ProgramSpeech and Hearing Sciences
 
DC FieldValue
dc.contributor.authorYiu, Ka-yan
 
dc.contributor.author姚嘉欣
 
dc.date.accessioned2012-11-01T01:14:12Z
 
dc.date.available2012-11-01T01:14:12Z
 
dc.date.issued2010
 
dc.description.abstractThe present study investigated the effects of self-controlled feedback paradigm on motor learning of a relaxed phonation task. Twenty-four vocally healthy individuals were randomly assigned into two groups: self-controlled feedback group (SELF) and clinician-controlled feedback group (YOKED). The participants were instructed to read aloud sentence stimuli. Surface electromyographic values (sEMG) measured at thyrohyoid site were provided as biofeedback. The SELF group received sEMG biofeedback whenever they requested, and the YOKED group received the same feedback schedule as chosen by their self-controlled counterparts. Results revealed significant reduction of muscle tension across training sessions. Generalization was shown to reading of untrained passage in both groups. However, the results failed to demonstrate differences between the SELF and YOKED groups. It provided no clear evidence to conclude the self-controlled feedback paradigm was beneficial to learning of relaxed phonation. The guidance hypothesis might have accounted for the absence of self-controlled learning effect in the study.
 
dc.description.naturepublished_or_final_version
 
dc.description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 30 June, 2010."
 
dc.descriptionIncludes bibliographical references (p. 23-25).
 
dc.descriptionThesis (B.Sc)--University of Hong Kong, 2010.
 
dc.description.thesisdisciplineSpeech and Hearing Sciences
 
dc.description.thesislevelBachelor's
 
dc.description.thesisnameBachelor of Science in Speech and Hearing Sciences
 
dc.identifier.hkulb4813241
 
dc.identifier.urihttp://hdl.handle.net/10722/173730
 
dc.languageeng
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.subject.lcshSpeech -- Physiological aspects.
 
dc.subject.lcshSound -- Psychological aspects.
 
dc.subject.lcshMotor learning.
 
dc.titleEffects of self-controlled feedback paradigm on motor learning of a "relaxed phonation" task
 
dc.typeUG_Thesis
 
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<item><contributor.author>Yiu, Ka-yan</contributor.author>
<contributor.author>&#23002;&#22025;&#27427;</contributor.author>
<date.accessioned>2012-11-01T01:14:12Z</date.accessioned>
<date.available>2012-11-01T01:14:12Z</date.available>
<date.issued>2010</date.issued>
<identifier.uri>http://hdl.handle.net/10722/173730</identifier.uri>
<description>&quot;A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 30 June, 2010.&quot;</description>
<description>Includes bibliographical references (p. 23-25).</description>
<description>Thesis (B.Sc)--University of Hong Kong, 2010.</description>
<description.abstract>The present study investigated the effects of self-controlled feedback paradigm on motor
learning of a relaxed phonation task. Twenty-four vocally healthy individuals were randomly
assigned into two groups: self-controlled feedback group (SELF) and clinician-controlled
feedback group (YOKED). The participants were instructed to read aloud sentence stimuli.
Surface electromyographic values (sEMG) measured at thyrohyoid site were provided as
biofeedback. The SELF group received sEMG biofeedback whenever they requested, and the
YOKED group received the same feedback schedule as chosen by their self-controlled
counterparts. Results revealed significant reduction of muscle tension across training sessions.
Generalization was shown to reading of untrained passage in both groups. However, the
results failed to demonstrate differences between the SELF and YOKED groups. It provided
no clear evidence to conclude the self-controlled feedback paradigm was beneficial to
learning of relaxed phonation. The guidance hypothesis might have accounted for the absence
of self-controlled learning effect in the study.</description.abstract>
<language>eng</language>
<publisher>The University of Hong Kong (Pokfulam, Hong Kong)</publisher>
<rights>Creative Commons: Attribution 3.0 Hong Kong License</rights>
<rights>The author retains all proprietary rights, (such as patent rights) and the right to use in future works.</rights>
<subject.lcsh>Speech -- Physiological aspects.</subject.lcsh>
<subject.lcsh>Sound -- Psychological aspects.</subject.lcsh>
<subject.lcsh>Motor learning.</subject.lcsh>
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