Recordings were made at the beginning and end of workdays of teachers who experience vocal fatigue (n = 22) and those who do not experience fatigue (n = 17). Those who experienced fatigue were recorded on days in which they did and did not fatigue. Both groups evaluated their vocal characteristics, each time they made a recording. Subsequently, a listener panel evaluated the same characteristics from the recordings. Both groups estimated the amount and characteristics of their talking time, completed a psychological evaluation and provided medical histories. The authors interpret the data obtained as indicating that the vocal characteristics of teachers who fatigue and those who do not fatigue are similar on days the former group does not fatigue and that the two groups are similar in the amount and loudness of their talking time, at work and at home. However, teachers who fatigue tend to spend more time in activities that appear to be vocally demanding and are more likely to perceive situations as being anxiety producing. Teachers who fatigue tend to be in good health, but have had more hearing problems and allergies than their colleagues and more of their family members have had voice problems.

Ratings of speech samples of children with cleft palate were obtained from speech clinicians in a Cleft Palate Clinic, speech clinicians in the public schools, parents of children with clefts, parents of children without clefts, children with clefts and children without clefts. Analyses of the obtained ratings suggest that nasality and articulation ratings obtained from adult groups do not differ appreciably. Correlations between ratings of nasality and articulation are interpreted as suggesting that speech clinicians are more likely to differentiate between these two variables than other listener groups.

The effects of listening conditions on speech ratings from trained listeners were assessed in a clinical setting. The listening conditions were: (1) while face-to-face with the patient; (2) while observing the patient through a mirror and listening via a sound system; and (3) while listening to a tape recording of the patient. Analysis of 100 patients rated under each listening condition revealed no significant condition effects for resonance and articulation judgments. Voice ratings in the face-to-face condition were different from those made in the other conditions.

The purpose of this paper is to introduce the Identi-kit Model II as a tool for investigation of social reactions to cosmetic variations associated with facial anomalies. In one study, a group of judges rated cosmetic appearance from photographs, while another group rated cosmetic appearance from Identi-Kit constructions. A high correlation was found between ratings obtained from the two sets of stimuli. In a second study, three groups of different judges rated cosmetic appearance of Identi-Kit constructions with three types of facial stigmata associated with facial clefting. Ratings of appearance were found to vary systematically as the number of stigmata were increased. Based on the findings of these studies, the authors suggest that Identi-Kit constructions may be useful for investigating the effects of changing specific facial characteristics while holding others constant.

A series of six studies was designed to examine the effects of subjects' appearance on listeners' judgments of nasal speech and to examine the effects of nasal speech on viewers' judgments of attractiveness. In three studies, pictures of male and female subjects with varying degrees of orofacial clefts were paired with tape-recorded speech samples with varying degrees of nasality, and judges rated speech acceptability. Results of two-way analysis of variance failed to support the idea that appearance has an effect on ratings of nasality. In three other studies, the same stimuli were used to examine the effects of nasal speech on judges' ratings of appearance. Results of a two-way analysis of variance indicated that nasality had an effect on ratings of appearance. As the severity of nasality increased, ratings of attractiveness decreased. Results imply that a decrease in nasality may enhance the way persons with cleft lips are perceived cosmetically.

No AccessJournal of Speech and Hearing ResearchLetters to the Editor1 Mar 1971Time-Out as Punishment for Stuttering: A Reply to Martin Adams Richard R. Martin, Samuel K. Haroldson, and Clark D. Starr Richard R. Martin University of Minnesota, Minneapolis, Minnesota Google Scholar More articles by this author , Samuel K. Haroldson University of Minnesota, Minneapolis, Minnesota Google Scholar More articles by this author and Clark D. Starr University of Minnesota, Minneapolis, Minnesota Google Scholar More articles by this author https://doi.org/10.1044/jshr.1401.220 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Additional Resources FiguresReferencesRelatedDetails Volume 14Issue 1March 1971Pages: 220-222 Get Permissions Add to your Mendeley library HistoryReceived: Aug 21, 1970 Published in issue: Mar 1, 1971PubMed ID: 5550626 Metrics Topicsasha-topicsCopyright & PermissionsCopyright © 1971 American Speech-Language-Hearing AssociationPDF downloadLoading ...

The effects of making time-out from positive reinforcement (TO) contingent upon stuttering were studied in four adult stutterers. The theoretical basis of the study revolved around the notion that speaking is self-reinforcing, and that making TO from speaking contingent upon a specific response will decrease the frequency of that response. The general experimental procedure was one in which subjects spoke spontaneously and a red light was illuminated for 10 seconds contingent upon each stuttering. Subjects were not allowed to speak while the light was illuminated. All four subjects evidenced a marked decrease in stuttering frequency during TO sessions. Some extinction of the suppression effect was observed during those sessions in which TO was removed.