The effects of relative frequency of augmented feedback on resonant voice training in adults and children with normal voice

Abstract

Motor learning is widely investigated in the literature on sports and rehabilitation sciences. In recent years, researchers have begun to apply general motor learning principles to voice motor learning. This study investigated the effects of relative frequency (100% feedback versus 50% feedback versus 0% feedback) of augmented vibration feedback on the acquisition of resonant voice in a motor learning task. Thirty adults and 30 children with normal voice were randomly assigned to three groups of different relative frequencies of feedback: 100%, 50% and 0% feedback. During resonant voice training, participants were taught how to read aloud nasal nonsense consonant vowel (CV) syllables and short phrases with resonant voice. Vibration feedback using piezoelectric accelerometers placed at the nasal bridge was provided for participants. Participants in the 100% feedback group received vibration feedback after the production of every training stimulus. Participants in the 50% feedback group received vibration feedback after the production of every two training stimuli. Participants in the 0% feedback group received no vibration feedback during the training sessions. Motor learning and generalization were assessed using accelerometric vibrations detected at baseline (before training), during training, retention and transfer (one week after completing the training).

With respect to the adult participants, vibration feedback presented at frequencies of 100%, 50% and even at 0% was effective in facilitating the acquisition of resonant voice. Generalization of resonant voice production to untrained short phrases was also evidenced. No significant time (time phase) by group (different relative frequency of feedback) interaction effect was shown on three groups of relative frequencies of feedback on learning or generalization in the adult group.

With respect to the child participants, significant time effect was observed in most of the trained stimuli and untrained stimuli. Significant time (time phase) by group (different relative frequency of feedback) interaction effect was noted across three relative frequencies of feedback groups. The results demonstrated that the greatest increment in accelerometric vibrations occurred in the 100% feedback group, followed by 50% feedback group. The group which received 0% feedback had the least improvement on acquiring resonant voice. The present study demonstrated that there were learning differences in acquiring resonant voice between adults and children. Adults did not require as much feedback during the acquisition of resonant voice when compared to children. Children required more feedback than adults in order to facilitate their learning. The differences in learning of this voice task between adults and children may shed light on later voice motor learning studies. The provision of relative frequency of feedback may need to be adjusted when working with different age groups in both populations.