Thesis (Ph. D.)--University of Wisconsin, 1925. / Cover title. "Reprinted from the Quarterly journal of speech education, vol. xii, no. 4." Bibliography: p. 34.

Thesis (M.A.)--University of North Texas, 2002. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 76-81).

Thesis (B.Sc)--University of Hong Kong, 2002. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.

Thesis (B.Sc)--University of Hong Kong, 1999. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

Thesis (M.M.E.)--University of Wisconsin--Stevens Point. / Submitted in partial fulfillment of the requirements of the degree Master of Music Education in Studio Vocal Pedagogy. Includes bibliographical references (leaves 39-41).

abstract: Constructive voice, the sharing of ideas or concerns that improve organizational functioning, is an important workplace behavior. Recent narrative reviews of constructive voice have highlighted the importance of accounting for different types of voice. Initial efforts to explain the type of constructive voice have focused on voice function, and distinguished constructive voice as promotive or prohibitive in nature. Yet, research findings regarding relationships between promotive and prohibitive voice and antecedents of constructive voice reveal inconsistencies that suggest that our theoretical understanding is incomplete. In this dissertation, I argue that in addition to distinguishing constructive voice as to its function (i.e., promotive voice and prohibitive voice), it is also important to distinguish constructive voice as to its scope (i.e., the number of different issues expressed by employees). By accounting for the function and scope of voice, I develop four specific types of constructive voice (i.e., championing, initiating, alarming, and patrolling) and conduct two studies wherein I establish construct validity and test differences in antecedent and outcome relationships with the specific types of voice. I first focus on scale development: generating items and assessing content validity. In Study 1, I test the factor structure of championing, initiating, alarming, and patrolling, and the nomological network of the measures. My second study is a field study of 251 employees in an insurance company and manufacturing facility. In Study 2 I test the criterion-related validity of the measures and explore the implications of voice scope. The research reported in my dissertation contributes to our understanding of constructive voice, and following from this, facilitates further theoretical and practical advances as to when employees who voice may be heard and when they may be tuned out. / Dissertation/Thesis / Doctoral Dissertation Business Administration 2018

The present study investigates developmental trends in the perception of emotions from vocal cues. Subjects included 20 children from each of Grades 3, 5, and 7, and 20 college undergraduates, with equal numbers of males and females at each age level. They heard a tape containing 16 brief speech samples, selected from dramatic recordings of both male and female voices, to represent happiness, sadness, anger, or fear. The samples had been rendered unintelligible by means of randomized splicing. Subjects identified the emotion portrayed in each sample, from a list containing the four possible emotions. Results indicated that recognition accuracy was affected by age of judges, with college students doing better than schoolchildren. Significant effects on recognition accuracy were also found for type of emotion, and sex of speaker. The Sex of Judges X Sex of Speaker interaction was significant, with female judges performing better than male judges when the speaker was female, and male judges performing better than female judges when the speaker was male. The Type of Emotion X Sex of Speaker interaction was also significant, with happiness being more often identified correctly with a female speaker than with a male speaker. Evidence of response bias was found. The relative frequencies of specific types of error were found to differ significantly from those predicted on the basis of response bias and differential response accuracy for each emotion. The pattern of errors varied significantly with age. Grade 7 judges deviated most from their predicted pattern, and college students deviated least. Sex of speaker also affected the pattern of errors, with several types of error, including stimulus 'sadness'-response 'fear', being more common with female speakers, and others including stimulus 'happiness'-response 'anger', being more common with male speakers. The limitations of studies like the present one were discussed, particularly as regards the nature of the speech samples used. / Arts, Faculty of / Psychology, Department of / Graduate

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published_or_final_version / Education / Doctoral / Doctor of Philosophy