{"title":"声场放大系统对教师课堂声需求反应的影响。","authors":"Baiba Trinite, Dina Barute","doi":"10.1080/14015439.2023.2208669","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Sound pressure level (SPL), fundamental frequency (F<sub>0</sub>), time dose (D<sub>t</sub>), cycle dose (D<sub>c</sub>), and distance dose (D<sub>d</sub>) are components affecting a vocal demand response. The study aimed to investigate the impact of sound field amplification systems (SFAS) on teachers' vocal parameters and determine the user comfort of SFAS use in teachers.</p><p><strong>Methods: </strong>Twenty female teachers underwent long-term voice dosimetry with Vocal Holter Med (PR.O.Voice Srl) during everyday teaching activities. The SFAS PentaClassRuna (Certes) was installed in classrooms. Voice dosimetry was provided in two different acoustical conditions-without the use of SFAS (one to two days) and with SFAS (one to three days). Teachers underwent voice acoustic and laryngoscopic evaluation before voice dosimetry. Two teachers' groups were formed: teachers with and without vocal nodules. The visual analogue scale measured the user comfort of SFAS.</p><p><strong>Results: </strong>There were no significant differences in vocal parameters and vocal doses between teachers with and without vocal nodules. Voice amplification significantly decreased average <i>F</i><sub>0</sub>(-4.4 Hz), D<sub>t%</sub>(-3.1%), D<sub>c</sub> (-0.4 kcycles), and D<sub>d</sub> (-1.3 m) in teachers without vocal nodules and <i>F</i><sub>0</sub> (-8.9 Hz) in teachers with vocal nodules. Vocal doses (D<sub>t%</sub>, D<sub>c</sub>, D<sub>d</sub>) significantly decreased in classrooms with longer reverberation time. The user comfort of the SFAS during the lessons was high in both teachers groups.</p><p><strong>Conclusions: </strong>SFAS was a mediator between the classroom's environment and the teacher's vocal demand response; it changed teachers' voice production parameters and reduced vocal demand response to satisfy the communication requirements. In addition, voice amplification was more beneficial for teachers without vocal fold lesions.</p>","PeriodicalId":49903,"journal":{"name":"Logopedics Phoniatrics Vocology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effect of sound field amplification systems on vocal demand response in teachers during lessons.\",\"authors\":\"Baiba Trinite, Dina Barute\",\"doi\":\"10.1080/14015439.2023.2208669\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Sound pressure level (SPL), fundamental frequency (F<sub>0</sub>), time dose (D<sub>t</sub>), cycle dose (D<sub>c</sub>), and distance dose (D<sub>d</sub>) are components affecting a vocal demand response. The study aimed to investigate the impact of sound field amplification systems (SFAS) on teachers' vocal parameters and determine the user comfort of SFAS use in teachers.</p><p><strong>Methods: </strong>Twenty female teachers underwent long-term voice dosimetry with Vocal Holter Med (PR.O.Voice Srl) during everyday teaching activities. The SFAS PentaClassRuna (Certes) was installed in classrooms. Voice dosimetry was provided in two different acoustical conditions-without the use of SFAS (one to two days) and with SFAS (one to three days). Teachers underwent voice acoustic and laryngoscopic evaluation before voice dosimetry. Two teachers' groups were formed: teachers with and without vocal nodules. The visual analogue scale measured the user comfort of SFAS.</p><p><strong>Results: </strong>There were no significant differences in vocal parameters and vocal doses between teachers with and without vocal nodules. Voice amplification significantly decreased average <i>F</i><sub>0</sub>(-4.4 Hz), D<sub>t%</sub>(-3.1%), D<sub>c</sub> (-0.4 kcycles), and D<sub>d</sub> (-1.3 m) in teachers without vocal nodules and <i>F</i><sub>0</sub> (-8.9 Hz) in teachers with vocal nodules. Vocal doses (D<sub>t%</sub>, D<sub>c</sub>, D<sub>d</sub>) significantly decreased in classrooms with longer reverberation time. The user comfort of the SFAS during the lessons was high in both teachers groups.</p><p><strong>Conclusions: </strong>SFAS was a mediator between the classroom's environment and the teacher's vocal demand response; it changed teachers' voice production parameters and reduced vocal demand response to satisfy the communication requirements. In addition, voice amplification was more beneficial for teachers without vocal fold lesions.</p>\",\"PeriodicalId\":49903,\"journal\":{\"name\":\"Logopedics Phoniatrics Vocology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-05-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Logopedics Phoniatrics Vocology\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1080/14015439.2023.2208669\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Logopedics Phoniatrics Vocology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/14015439.2023.2208669","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
The effect of sound field amplification systems on vocal demand response in teachers during lessons.
Purpose: Sound pressure level (SPL), fundamental frequency (F0), time dose (Dt), cycle dose (Dc), and distance dose (Dd) are components affecting a vocal demand response. The study aimed to investigate the impact of sound field amplification systems (SFAS) on teachers' vocal parameters and determine the user comfort of SFAS use in teachers.
Methods: Twenty female teachers underwent long-term voice dosimetry with Vocal Holter Med (PR.O.Voice Srl) during everyday teaching activities. The SFAS PentaClassRuna (Certes) was installed in classrooms. Voice dosimetry was provided in two different acoustical conditions-without the use of SFAS (one to two days) and with SFAS (one to three days). Teachers underwent voice acoustic and laryngoscopic evaluation before voice dosimetry. Two teachers' groups were formed: teachers with and without vocal nodules. The visual analogue scale measured the user comfort of SFAS.
Results: There were no significant differences in vocal parameters and vocal doses between teachers with and without vocal nodules. Voice amplification significantly decreased average F0(-4.4 Hz), Dt%(-3.1%), Dc (-0.4 kcycles), and Dd (-1.3 m) in teachers without vocal nodules and F0 (-8.9 Hz) in teachers with vocal nodules. Vocal doses (Dt%, Dc, Dd) significantly decreased in classrooms with longer reverberation time. The user comfort of the SFAS during the lessons was high in both teachers groups.
Conclusions: SFAS was a mediator between the classroom's environment and the teacher's vocal demand response; it changed teachers' voice production parameters and reduced vocal demand response to satisfy the communication requirements. In addition, voice amplification was more beneficial for teachers without vocal fold lesions.
期刊介绍：
Logopedics Phoniatrics Vocology is an amalgamation of the former journals Scandinavian Journal of Logopedics & Phoniatrics and VOICE.
The intention is to cover topics related to speech, language and voice pathology as well as normal voice function in its different aspects. The Journal covers a wide range of topics, including:
Phonation and laryngeal physiology
Speech and language development
Voice disorders
Clinical measurements of speech, language and voice
Professional voice including singing
Bilingualism
Cleft lip and palate
Dyslexia
Fluency disorders
Neurolinguistics and psycholinguistics
Aphasia
Motor speech disorders
Voice rehabilitation of laryngectomees
Augmentative and alternative communication
Acoustics
Dysphagia
Publications may have the form of original articles, i.e. theoretical or methodological studies or empirical reports, of reviews of books and dissertations, as well as of short reports, of minor or ongoing studies or short notes, commenting on earlier published material. Submitted papers will be evaluated by referees with relevant expertise.
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