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The Role of Self-Regulation in the M...

Vinney, Lisa A.

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The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech./
Author:	Vinney, Lisa A.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: B.
Contained By:	Dissertation Abstracts International74-11B(E).
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588946
ISBN:	9781303273940

The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech.
Vinney, Lisa A.

The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech. - 146 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

Self-regulation (SR) is the ability to voluntarily control one's thinking and behavior and may be an important construct operating in the mastery and generalization of skills taught to patients in voice therapy. Prior research indicates that self-regulatory resources can be depleted through use (self-regulatory depletion; SRD) and repleted through interventions that offer breaks from SR (self-regulatory repletion; SRR). To investigate whether the ability to modify vocal behaviors is impaired due to SRD and can be repaired by a repletion intervention, 104 participants were randomized into groups that performed either: (1) a high-SR non-voice task followed by a high-SR voice task; (2) a low-SR non-voice task followed by a high-SR voice task; or (3) a high-SR non-voice task followed by a progressive relaxation (SRR) task, and a high-SR voice task. The high-SR voice tasks in all groups involved suppression of the Lombard effect during reading and speaking. The extent of vocal control was significantly greater in the low-SR condition versus the high-SR and high-SR-plus-relaxation conditions, but only during speaking. There were no significant group differences on the reading task. Neuropsychological tests of SR did not predict performance on the vocal modification tasks in the low and high-SR groups. Findings suggest that SRD may present challenges to vocal modifications in speech, particularly in contexts that have high self-regulatory demands. In addition, results of the study suggest that reading and speaking are not equivalent for evaluation of vocal performance in high-SR conditions. Future research should identify effective SRR methods and tests of self-regulatory capacity that can be used with voice patients, as well as replicate the current study with clinical populations.

ISBN: 9781303273940Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech.
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100 1 $a Vinney, Lisa A. $3 2104427
245 1 4 $a The Role of Self-Regulation in the Modification of Vocal Behavior during Reading and Speech.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: B.
500 $a Adviser: Lyn S. Turkstra.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a Self-regulation (SR) is the ability to voluntarily control one's thinking and behavior and may be an important construct operating in the mastery and generalization of skills taught to patients in voice therapy. Prior research indicates that self-regulatory resources can be depleted through use (self-regulatory depletion; SRD) and repleted through interventions that offer breaks from SR (self-regulatory repletion; SRR). To investigate whether the ability to modify vocal behaviors is impaired due to SRD and can be repaired by a repletion intervention, 104 participants were randomized into groups that performed either: (1) a high-SR non-voice task followed by a high-SR voice task; (2) a low-SR non-voice task followed by a high-SR voice task; or (3) a high-SR non-voice task followed by a progressive relaxation (SRR) task, and a high-SR voice task. The high-SR voice tasks in all groups involved suppression of the Lombard effect during reading and speaking. The extent of vocal control was significantly greater in the low-SR condition versus the high-SR and high-SR-plus-relaxation conditions, but only during speaking. There were no significant group differences on the reading task. Neuropsychological tests of SR did not predict performance on the vocal modification tasks in the low and high-SR groups. Findings suggest that SRD may present challenges to vocal modifications in speech, particularly in contexts that have high self-regulatory demands. In addition, results of the study suggest that reading and speaking are not equivalent for evaluation of vocal performance in high-SR conditions. Future research should identify effective SRR methods and tests of self-regulatory capacity that can be used with voice patients, as well as replicate the current study with clinical populations.
590 $a School code: 0262.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Psychology, General. $3 1018034
650 4 $a Health Sciences, General. $3 1017817
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710 2 $a The University of Wisconsin - Madison. $b Communicative Disorders. $3 2104428
773 0 $t Dissertation Abstracts International $g 74-11B(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588946