Cognitive, Emotional, and Social Influences on Voice Production Elicited by Three Different Stroop Tasks.

INTRODUCTION: The effects of emotion and cognition have been of interest to voice clinicians and research given the known correlations between psychological states and voice disorders. However, most voice research techniques investigate one psychological state at a time and do not necessarily consider other psychological states or the combination of two or more states occurring simultaneously. The purpose of this study is to employ three Stroop tasks, all known to elicit different psychological states, during a voice study to determine whether separate psychological states have a variable effect on vocalizations. METHODS: Fifteen female participants were instructed to view a word on a computer screen and say the name of the color of the font of that word. Words were part of a Color Stroop, Emotional Stroop, or Taboo Stroop paradigm and designed to elicit cognitive, emotional, or the combination of cognitive/emotional interference. Behavioral measures of response time and acoustic measures of frequency, intensity, and noise ratio were extracted from each stimulus. RESULTS: Participants had significantly greater response times for all experimental conditions compared to baseline. Additionally, intensity range was significantly less, and average fundamental frequency and cepstral peak prominence were significantly greater than baseline. However, there was no distinct pattern of response for any condition. DISCUSSION/CONCLUSION: Although there are definite changes in vocalizations when participants were engaged in higher cognitive or emotional processing, no acoustic signatures for these separate conditions exist. These findings suggest that more specific acoustic measures or additional measures such as physiological or self-report may be necessary to parse out the differential effect on the voice in these three conditions.

Vocal Congruence: The Voice and the Self Measured by Interoceptive Awareness.

Voices are, by nature, idiosyncratic representations of individuals because they possess anatomical, physiological, and psychological characteristics that are unique to them, which contribute to vocal output, and thus, establish the voice as a salient marker of their individuality. The areas of experimental psychology and cognitive neuroscience have examined the psychological and neurological constructs that form one's sense of self and have employed measures of interoceptive and exteroceptive abilities to discover the underlying constructs of the sense of self. This study employed measures of interoceptive awareness to assess level of vocal congruence. Forty-one participants analyzed in this study underwent a heartbeat detection task designed to assess the level of interoceptive awareness and were placed into two groups: those high in interoceptive awareness and those low in interoceptive awareness. They completed two tasks, a speaking task, which included structured passages and conversation, and a listening task, where they listened to themselves in the speaking task. Following each task, they completed a Vocal Congruence Scale designed to assess the level of identification they have within themselves related to the sound of their voice. Individuals scoring high in interoceptive awareness scored significantly higher in vocal congruence than those scoring lower in interoceptive awareness. Additionally, when analyzed with other measures of personality, anxiety, mood, and voice handicap, the Vocal Congruence Scale appears to measure a unique aspect of vocal identity with one's self that encompasses interoceptive awareness.

Cognitive influences on perceived phonatory exertion using the Borg CR10.

Objectives: The purpose of the present study was to examine the nature of the relationship between perceptions of vocal and mental (cognitive) effort during reading and speaking tasks.Methods: One hundred and four young, healthy adult participants were randomized into one of three groups. Each group performed a writing task meant to elicit low mental effort, high mental effort, or high mental effort followed by a period of relaxation. Participants then engaged in reading and speaking tasks, meant to elicit high (suppression of a prepotent desire to speak louder) or low (no suppression of a prepotent desire to speak louder) mental effort, and completed ratings of mental effort and vocal effort via adapted versions of the Borg CR10.Results: Findings indicate that ratings of perceived mental and vocal effort are related to one another, evidenced by strong correlations, and additional analyses reveal that mental effort might drive this relationship.Conclusions: Perceptions of vocal effort appear to mirror ratings of mental effort during tasks for which vocal activity is relatively stable but cognitive demands fluctuate. The possibility that perceptions of mental effort might influence perceptions of vocal effort should be considered when creating reliable and valid measures of vocal effort as well as when interpreting currently adapted measures of vocal effort in the clinical context.