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Voice quality and tone identification in White Hmong.

ABSTRACT: This study investigates the importance of source spectrum slopes in the perception of phonation by White Hmong listeners. In White Hmong, nonmodal phonation (breathy or creaky voice) accompanies certain lexical tones, but its importance in tonal contrasts is unclear. In this study, native listeners participated in two perceptual tasks, in which they were asked to identify the word they heard. In the first task, participants heard natural stimuli with manipulated F0 and duration (phonation unchanged). Results indicate that phonation is important in identifying the breathy tone, but not the creaky tone. Thus, breathiness can be viewed as contrastive in White Hmong. Next, to understand which parts of the source spectrum listeners use to perceive contrastive breathy phonation, source spectrum slopes were manipulated in the second task to create stimuli ranging from modal to breathy sounding, with F0 held constant. Results indicate that changes in H1-H2 (difference in amplitude between the first and second harmonics) and H2-H4 (difference in amplitude between the second and fourth harmonics) are independently important for distinguishing breathy from modal phonation, consistent with the view that the percept of breathiness is influenced by a steep drop in harmonic energy in the lower frequencies.

SUBMITTER: Garellek M

PROVIDER: S-EPMC3574099 | biostudies-other | 2013 Feb

REPOSITORIES: biostudies-other

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Project description:BackgroundTeachers' behaviours drive motivational climates that shape children's engagement and well-being in the classroom, but few studies examine how specific teachers' behaviours such as wording, body language, or voice contribute to these outcomes in isolation of one another.AimsThis pre-registered experiment sought to examine the often-forgotten role that teachers' tone of voice plays in children's education. Informed by the theoretical framework of self-determination theory (SDT; Ryan & Deci, Self-determination theory: Basic psychological needs in motivation, development, and wellness, 2017), conditions manipulated controlling (pressuring, demanding), autonomy-supportive (inviting of choice), or motivationally neutral, tones of voice to explore their effects on children's self-reported psychological needs satisfaction, well-being, intention to self-disclose to and intention to cooperate with their teacher.Sample and methodChildren aged 10-16 years (n = 250) heard pre-recorded teachers' voices holding sentence content and speakers constant across conditions, but varying tones of voice.ResultsWe hypothesized a-priori and found that when children heard controlling sounding voices, they anticipated lower basic psychological need satisfaction, well-being, and intention to disclose to teachers, as compared to neutral-sounding voices. We also anticipated beneficial effects for autonomy-supportive versus neutral voices, but pre-registered analyses did not support these expectations. Intention to cooperate with teachers did not differ across conditions. Supporting relational motivation theory (RMT; Deci & Ryan, Human Motivation and Interpersonal Relationships, 2014), exploratory analyses showed that hearing autonomy-supportive sounding voices increased autonomy and relatedness need satisfactions (but not competence need satisfaction), and through doing so indirectly related to beneficial outcomes (well-being, intention to cooperate and self-disclose).ConclusionIn summary, tones of voice seem to play an important role in shaping teachers' impact on their students.

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Voice quality and tone identification in White Hmong.

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