Previous studies have shown that analogy instruction can be applied effectively in science education and motor skill acquisition; however, little is known about the application of analogy in speech motor performance. In four experiments, analogy instructions were tested in the speech domain. The first experiment (Chapter 2) used focus group methodology to establish a set of analogies that related pitch variation during speech production to a ‘waves at sea’ metaphor. The analogies were then used to elicit speech with different pitch variations. Analogy instructions were more effective than explicit instructions for eliciting speech with minimum pitch variation (i.e., monotonous speech). In the second experiment (Chapter 3), the influence of both analogy and explicit instructions on the perception of speech parameters invoked by maximum pitch variation was examined. Pitch variation in analogy instructed speech was perceived to be greater and more natural than when explicit instructions were provided. In the third experiment (Chapter 4), stress resistance in analogy instructed speech performance was evaluated. Analogy instructed speech performance was demonstrated to be significantly more stable under a psychologically stressful condition than explicitly instructed speech. The last experiment (Chapter 5), investigated the cognitive load of analogy on different components of the working memory system during speech performance. It was found that analogy instructions tended to place more cognitive load on the visual component of working memory than explicit instructions. The findings of the four experiments inform the application of analogy in speech motor skill performance in general, and contribute to understanding the mechanisms that underpin analogy within a working memory framework. The work also has significant potential for application in speech-language pathology treatment. / published_or_final_version / Human Performance / Doctoral / Doctor of Philosophy

Accuracy in pitch production is fundamental to both singing and language. Since accurate control of pitch is a complicated motor control process, no conclusions can be drawn yet for the reasons why some individuals have trouble producing accurate pitches in singing, although different possible causes have been proposed in the literature such as deficits in pitch perception, pitch memory and mismatch of pitch range. Additionally, since auditory feedback plays a crucial role in the pitch control, some behavioral experiments have been conducted in the literature that involve manipulation of auditory feedback so as to remedy those with inaccurate pitch during singing but the effects varied. However, those studies in the literature had various limitations and mostly recruited participants who were speakers of non-tonal languages. The present study investigated the effect of augmented auditory feedback (AAF) as a method of feedback manipulation on pitch accuracy as well as its relationship with the three possible causes for pitch inaccuracy mentioned above. A total of 43 tonal-language-speaking adult participants who had no formal training of singing were recruited to participant in two tasks to measure their pitch accuracy: single-tone pitch matching and singing a familiar song. All participants were native speakers of tonal languages: Mandarin or Cantonese. The results showed that pitch accuracy was not significantly improved by AAF although moderately inaccurate singers seemed to benefit consistently in pitch matching task. The post-hoc analysis revealed that the intertrial consistency of the singer’s performance was significantly improved for inaccurate singers in both tasks. As for the causes for pitch inaccuracy, both pitch perception and pitch memory were found to have moderate correlation with pitch inaccuracy while mismatch of vocal range of the participants and the pitch targets seemed to be a major cause for most of the inaccurate participants. / published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

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published_or_final_version / abstract / toc / Physical Education and Sport Science / Master / Master of Philosophy

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Catecholamines have been implicated in the regulation of cardiac hypertrophy. The serial injection of a catecholamine (epinephrine, norepinephrine or isoproterenol) will increase cardiac muscle mass. In a canine model of left ventricular hypertrophy secondary to aortic coarctation, the endogen

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