本論文從詞彙語義的角度探討二語英語中的低被動化現象。本文將就常見的低被動化英語動詞，以動詞語義為基礎，進行類型劃分及解析。通過審視一個香港學習者語料庫中的低被動化結構，本文將確定二語英語中低被動化結構的性質以及分佈情況。基於一組因果及物性的語義特徵，語料庫中經常被學習者低被動化的動詞，將劃分為四類型：一）改變位置動詞，二）三方動詞，三）動態效應動詞，及四）非施事動詞；四主類型再劃分為九次類型。本論文將以語義特徵，例如力傳遞、因果關係和結束點，詳細解析每個低被動化動詞。這項就二語英語中低被動化動詞的類型劃分，不單能夠從語義的角度解析低被動化現象，亦可以用作分析其他與語態有關的二語現象，如泛被動化，以及應用於語言教學。 / This dissertation is a lexical semantic study of underpassivized verbs in L2 English. By adopting a verb-oriented and meaning-based approach to underpassivization, this study produces a lexical semantic classification and analysis of frequently underpassivized verbs. A Hong Kong learner corpus is examined in order to determine the nature and extent of underpassivized constructions in L2 English. Based on a set of semantic features of cause-effect transitivity, underpassivization-prone verbs in the corpus are classified into four types, namely 1) Change of position verbs, 2) Tripartite verbs, 3) Dynamic effect verbs and 4) Non-agentive verbs. A total of nine sub-types are identified, and each verb is analyzed according to semantic features such as force transmission, causation, affectedness and telicity. The typology not only provides a lexical semantic account of L2 underpassivization but can also be applied to analyze other voice-related L2 phenomena such as overpassivization and to inform pedagogical practices. / The present study is an initial attempt to apply findings from lexical semantics to the description and explanation of learner errors. Previous studies mainly regard L2 underpassivization as a syntactic phenomenon that can be accounted for using transfer, and argue that L2 underpassivization is the result of the transfer of the topic-comment structure in L1s such as Chinese and Japanese to English (Yip 1995). The transfer theory overlooks the role verb meaning plays in voice-related errors, and is limited in its ability to explain the L2 phenomenon fully. This study investigates underpassivization as a lexical semantic phenomenon, drawing from previous works on proto-roles (Dowty 1991), event structure (Croft 1994) and transitivity (Hopper & Thompson 1980; Tsunoda 1985), and following the tradition in lexical semantics of analyzing verb meaning based on argument alternations (Pinker 1989; Levin 1993). It is believed that when learners underpassivize verbs, they are detransitivizing and decausativizing an originally transitive event. Using the features of cause-effect transitivity, the study shows that reduced transitivity will cause problems for learners in their construal of the event’s cause-effect relation and hence their allocation of thematic roles in the verb’s argument structure, resulting in underpassivization. It is hoped that by focusing on argument structure and event dynamics, this study can offer insights into the impact of verb meaning in the construal of transitivity and the use and misuse of grammatical voice. / Detailed summary in vernacular field only. / Wong, Suzanne Shu-Shan. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 225-235). / Abstracts also in Chinese. / Wong, Suzanne Shu-Shan.

by Jihua Zhou. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Includes bibliographical references (leaves 112-115). / ACKNOWLEDGMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Aims and Scope --- p.1 / Chapter 1.2 --- Significance --- p.2 / Chapter 1.3 --- The Organization of the Study --- p.4 / Chapter CHAPTER 2 --- APPROACHES TO THE PASSIVE： LINGUISTIC ANALYSIS AND SOME ACQUISITION ISSUES --- p.5 / Chapter 2.0 --- Introduction --- p.5 / Chapter 2.1 --- Approaches to the Analysis of the Sentential Passive --- p.6 / Chapter 2.1.1 --- The Syntactic Structures and the Aspects Approach --- p.7 / Chapter 2.1.2 --- The Lexical Approach --- p.9 / Chapter 2.1.3 --- The Modular Approach --- p.10 / Chapter 2.1.4 --- Semantic Constraints On Theta-Role Assignment in the Sentential Passive --- p.14 / Chapter 2.2 --- The Analyses of the Nominal Passive --- p.16 / Chapter 2.3 --- Passive Related Structures --- the Ergative and the Middle --- p.19 / Chapter 2.4 --- Empirical Studies on the Passive Acquisition --- p.23 / Chapter 2.4.1 --- Studies on L1 acquisition --- p.23 / Chapter 2.4.1.1 --- Maratsos et al. (1985) --- p.23 / Chapter 2.4.1.2 --- Pinker et al. (1987) --- p.26 / Chapter 2.4.1.3 --- Gordon and Chafetz (1990) --- p.29 / Chapter 2.4.2 --- Studies on L2 passive acquisition --- p.31 / Chapter 2.4.2.1 --- Zhou (1989) --- p.31 / Chapter 2.4.2.2 --- Zobl (1989) --- p.32 / Chapter 2.5 --- Acquisition Issues --- p.34 / Chapter CHAPTER 3 --- RESEARCH DESIGN AND PROCEDURE --- p.39 / Chapter 3.0 --- Introduction --- p.39 / Chapter 3.1 --- Research Hypotheses --- p.40 / Chapter 3.2 --- Subjects --- p.43 / Chapter 3.3 --- Test Design --- p.44 / Chapter 3.3.1 --- Test1 --- p.44 / Chapter 3.3.2 --- Test2 --- p.46 / Chapter 3.3.3 --- Test3 --- p.48 / Chapter 3.3.4 --- Test4 --- p.50 / Chapter 3.4 --- Test Procedure and Test Scoring --- p.51 / Chapter CHAPTER 4 --- RESULTS --- p.54 / Chapter 4.1 --- Results of Test1 --- p.55 / Chapter 4.1.1 --- Learners' Sensitivity to the Conditions for NP-Movement Is Relatively Low --- p.57 / Chapter 4.1.2 --- Context-dependence of Learners' Sensitivity to the Requirements of Case Theory --- p.60 / Chapter 4.1.3 --- Learners' Sensitivity to NP-Movement in Sentences with or without the by-phrase --- p.64 / Chapter 4.1.4. --- Learners' Sensitivity to NP-Movement is Related to the Actionality of the Verb --- p.66 / Chapter 4.2 --- Results of Test2 --- p.68 / Chapter 4.2.1 --- The Interpretation of Thematic Roles --- p.68 / Chapter 4.2.2 --- The Acceptability of Thematic Role Pairs Violating THC --- p.71 / Chapter 4.2.3 --- The Thematic Interpretation of the Subject --- p.73 / Chapter 4.3 --- Results of Test3 --- p.76 / Chapter 4.3.1 --- Lower Sensitivity to NP-Movement in Nominal Passives --- p.79 / Chapter 4.3.2 --- Learners' Performance on Some Other Aspects of the Nominal Passive --- p.80 / Chapter 4.4 --- Results of Test4 --- p.83 / Chapter 4.5 --- Summary --- p.90 / Chapter CHAPTER 5 --- DISCUSSION --- p.92 / Chapter 5.1 --- The Availability of UG Principles in the Acquisition of the Passive Structure --- p.92 / Chapter 5. 2 --- Affectedness Constraint Posing a Very Difficult Learning Problem --- p.98 / Chapter 5.3 --- The Passive Related Structures and Learnability Issues --- p.101 / Chapter CHAPTER 6 --- CONCLUSION --- p.107 / REFERENCES --- p.112 / APPENDICES --- p.116

We evaluate the security of human voice password databases from an information theoretical point of view. More specifically, we provide a theoretical estimation on the amount of entropy in human voice when processed using the conventional GMM-UBM technologies and the MFCCs as the acoustic features. The theoretical estimation gives rise to a methodology for analyzing the security level in a corpus of human voice. That is, given a database containing speech signals, we provide a method for estimating the relative entropy (Kullback-Leibler divergence) of the database thereby establishing the security level of the speaker verification system. To demonstrate this, we analyze the YOHO database, a corpus of voice samples collected from 138 speakers and show that the amount of entropy extracted is less than 14-bits. We also present a practical attack that succeeds in impersonating the voice of any speaker within the corpus with a 98% success probability with as little as 9 trials. The attack will still succeed with a rate of 62.50% if 4 attempts are permitted. Further, based on the same attack rationale, we mount an attack on the ALIZE speaker verification system. We show through experimentation that the attacker can impersonate any user in the database of 69 people with about 25% success rate with only 5 trials. The success rate can achieve more than 50% by increasing the allowed authentication attempts to 20. Finally, when the practical attack is cast in terms of an entropy metric, we find that the theoretical entropy estimate almost perfectly predicts the success rate of the practical attack, giving further credence to the theoretical model and the associated entropy estimation technique.

Digitized by Kansas Correctional Industries

Sound reel tape in pocket. / Leann House, piano. / Digitized by Kansas Correctional Industries

Made available in DSpace on 2016-04-27T18:11:53Z (GMT). No. of bitstreams: 1 Ana Carolina Nascimento Fernandes.pdf: 4403080 bytes, checksum: 9af0f7fe11b64fe347c7a87287f6d43e (MD5) Previous issue date: 2011-07-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / To describe the voice quality of a group from a phonetic perspective. Method: 60 samples of speech were evaluated under perspective of the VPAS-BP script. All speech samples were edited by using the program PRAAT. The signal to noise ratio was calculated to guarantee the quality of the sound recorded, to permit an efficient perceptual assessment. After that, 40 seconds of each sample was edited and grouped into a script of perception. 20 samples were randomly selected and repeated to ensure reliability of the judge who subsequently evaluated these samples. This script grouped the speech samples and randomly redistributed them, it assured that the judge did not have access to his own answers at the time of the replications. The perceptual analysis was held by a speech pathologist expert in voice, with more than three years of experience in the application of the VPAS-BP script. Results - In this study, harsh voice setting was present in the majority of the samples, and it appeared in a great correlation with whisper and laryngeal tension. It was observed the interdependence of some voice quality settings and some aspects of the dynamics of the voice. Conclusion: It was possible to describe and to detect some combinations between settings of quality of voice and laryngeal and vocal tract tension that can signal some voice problems / Descrever a qualidade vocal do ponto de vista fonético em um conjunto de amostras previamente investigado por outras modalidades de análise. Método: Estudo do tipo retrospectivo descritivo, com análise perceptivo-auditiva de 60 amostras de fala por meio do roteiro VPAS-PB. Todas as amostras de fala foram editadas por meio do programa PRAAT. Foi calculada a relação sinal ruído de gravação para todas elas e foram selecionadas as gravações em que a proporção sinal/ruído apresentou valor maior do que 2 para evitar interferências de ruídos externos no momento da avaliação perceptivo-auditiva. Na seqüência, foram editados e recortados 40 segundos do trecho de fala semi-espontânea de cada gravação. Em seguida foram agrupadas em um script de percepção da qualidade vocal e um terço das 60 amostras foram sorteadas (totalizando 20) e repetidas para garantir a confiabilidade do juiz que posteriormente avaliou essas amostras. Esse script agrupou as amostras de fala e as redistribuiu aleatoriamente, o que permitiu no momento da apresentação ao juiz, que os mesmos não percebessem a seqüência da apresentação e nem mesmo quais amostras haviam sido repetidas. Isso garantiu que o juiz não tivesse acesso às suas próprias respostas no momento das repetições. Foi realizada análise perceptivo-auditiva por uma fonoaudióloga especialista em voz, com mais de três anos de experiência na aplicação do roteiro utilizado neste estudo, que apresentou confiabilidade e consistência interna alta na análise dos dados (coeficiente alfa de 0,777 para a análise dos graus de ajustes e coeficiente alfa de 0,814 para análise de ausência ou presença de ajustes). Após o julgamento perceptivo-auditivo as avaliações do juiz foram submetidas à análise estatística descritiva e análise multivariada. Resultados: No presente estudo o ajuste de qualidade vocal mais percebido foi voz áspera, o qual apareceu em grande associação ao ajuste escape de ar. O ajuste hiperfunção laríngea também foi característica marcante nas amostras analisadas e também apareceu em co-ocorrência ao ajuste voz áspera. A voz modal foi percebida em poucos falantes. Os ajustes expansão faríngea e laringe abaixada também apareceram associados neste estudo. Foi observada a interdependência de ajustes de qualidade vocal e aspectos de dinâmica vocal. Conclusão: Foi possível descrever o que acontece na fala do grupo e observar a existência de ajustes mais compatíveis com certas adaptações laríngeas sendo possível detectar combinações de ajustes no trato vocal, laríngeos e de tensão que sinalizam quadros de alteração de voz no grupo pesquisado

Made available in DSpace on 2016-04-27T18:11:59Z (GMT). No. of bitstreams: 1 Mariana Pelegrini Biserra.pdf: 1055581 bytes, checksum: 020a1dec3f037e3d0c52c820641935ea (MD5) Previous issue date: 2013-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Analyzing as to demonstration of worsening or improvement about work ability, the conditioning aspects of changing regarding between work and voice, in the professors speech from elementary and middle public school in São Paulo. Method: in the first stage, 85 teachers have been invited that, in the previous researching, they have demonstrated vocal and laryngeal alteration, as the low and moderated index about the answering Work Ability Index (WAI). Among them, 52 teachers have accepted to answer the same instrument again. After the comparison analyzing of data about WAI, the teachers have showed a great difference as improvement (28 people) as worsening (24 people) regarding the first application, six in each modality, they had been selected and arranged to attend a focus group meeting, compound two groups: one, with bad results (group A) and, the other, with good results (group B), that they had been invited to discuss which aspects could explain the improvement or worsening of results from WAI. The reports have been transcribed and analyzed qualitatively for category in two thematic axes (voice and work), according to the recurrence enunciated. Results: Concerning the voice, although both groups, all the teachers have been referred improvement in the voice quality and changing vocal habits, after doing the treatment, half of the teachers who were heard, they showed vocal complaint, associated to the others factors different those brought them the job previously. Further as regards the aspects of health and voice, in the group B, there has been a reference the fact to be multiplied as far as voice care; while group A, there has been a standout in the reports about musculoskeletal disorders and intense psychological suffering. Regarding the work, both groups reported that they have been living with the violence, indiscipline, inappropriate physical environment, lack of support and partnership with the students families. However, the difference among groups were about the difficult relationship, lack of self-reliance at work and lack of support from co-workers and the school authorities, that showed in a way unanimous and very intense in the group A; while group B the teachers reported to have self-reliance, exist a support from co-workers and school authorities, in addition to personal transformation who lead to appropriate and self-reliance about caring themselves. Conclusion: It was possible to record that group A had a poor condition (not just with the voice) and with more necessity to talk about the problems at work. And group B showed more strength to face the difficulties at work, in fact, with creative proposals. In favor of this group have been also recorded better relations at work as for social support and self-reliance / analisar, a partir de manifestação de piora ou melhora de capacidade para o trabalho, os aspectos condicionantes de mudanças na relação entre trabalho e voz, no discurso de docentes da rede municipal de São Paulo. Método: na primeira etapa foram convidadas todas as 85 professoras que, em pesquisa anterior, apresentaram alteração vocal e laríngea, bem como índices baixos ou moderados em resposta ao Índice de Capacidade para o Trabalho (ICT). Dessas, 52 professoras aceitaram responder novamente o mesmo instrumento. Após análise comparativa dos dados do ICT, as professoras que apresentaram maior diferença tanto para melhora (28 sujeitos), quanto para piora (24 sujeitos) em relação à primeira aplicação, seis em cada modalidade, foram selecionadas e convocadas a participar de um encontro de grupo focal, compondo dois grupos: um, com os participaram que apresentaram os piores resultados (grupo A), e outro, com os melhores (grupo B). Compareceram cinco professoras do grupo A e três do B, que foram convidadas a discutir quais aspectos poderiam explicar a melhora ou piora dos resultados do ICT. Os relatos foram transcritos e analisados qualitativamente por classificação em dois eixos temáticos (saúde e trabalho), segundo a recorrência dos enunciados. Resultados: em relação à voz, embora em ambos os grupos todas as professoras tenham referido melhora da qualidade vocal e mudanças de hábitos vocais, após a realização do tratamento, constatou-se queixa vocal recente da metade das professoras ouvidas, associada a outros fatores diferentes daqueles que as trouxeram anteriormente ao serviço. Ainda em relação aos aspectos de saúde e voz, no grupo B houve referência ao fato de ser multiplicadoras de cuidados vocais; enquanto no grupo A, houve destaque nos relatos de doenças musculoesqueléticas e intenso sofrimento psíquico. Em relação ao trabalho, ambos os grupos relataram a convivência com violência, indisciplina, inadequação do ambiente físico, falta de apoio e de parceria com as famílias dos alunos. Entretanto, a diferença entre os grupos foi quanto à dificuldade de relacionamento, falta de autonomia no trabalho e de apoio dos colegas de trabalho e da direção da escola, que apareceram de forma unânime e muito intensa no grupo A; enquanto no grupo B as professoras relataram possuir autonomia, existir apoio por parte dos colegas e da direção na escola, além de transformações pessoais que levaram à apropriação e autonomia para os cuidados de si. Conclusão: foi possível registrar que o grupo A estava em condição mais adoecida (não apenas em relação a voz) e com mais necessidade para falar sobre as dificuldades no trabalho. O Grupo B apresentou mais potência para enfrentar os problemas referentes ao trabalho, inclusive com propostas criativas. A favor desse grupo também foram registradas melhores relações no trabalho quanto ao apoio social e autonomia

Made available in DSpace on 2016-04-27T18:12:10Z (GMT). No. of bitstreams: 1 Cintia Ortegosa Cordeiro.pdf: 1242702 bytes, checksum: c919c903405cdb5ce72811fed9489012 (MD5) Previous issue date: 2015-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper reports the results of an investigation of the effects of a story-readingaloud program on some expressiveness features in kindergarten teachers. Methods: Three preschool teachers were engaged in a simulated story-reading-aloud task and produced narrations as they normally do with their students. The narrations were audio-recorded using a Marantz professional tape recorder and an AKG microphone. Each narration was digitized individually using Praat. The effects of the programs were assessed doing the same recording procedures after the intervention. Thirty five kindergarten experienced teachers listened to the speech samples from the different moments (before and after the story-reading program) and made comparative judgments regarding pauses, clarity, interesting, motivation and melody. Results: Results showed that the teachers modified their speech at multiple levels. As a group, the participants demonstrated increased enunciation duration. The majority of the judges noticed statistically significant differences between the reading samples (before and after intervention) in all participants, considering the moment after intervention from the teachers as more: interesting, motivational, paused and melodic. The teachers referred positive effects from the intervention, referred in every aspect of oral expressiveness practiced. The participants reveled obtaining new vocal expressiveness knowledge after intervention and put this is use during in their work activities. Conclusion: Enunciation duration significantly increased when reading the stories aloud after intervention. The kindergarten experienced teachers, who listened the samples, noticed statistically significant differences between the reading samples and judged the moment after intervention as the best, mainly as being more paused, melodic, interesting, and motivating for children. The intervention program had a positive effect among the participants / A leitura em voz alta em sala de aula exige uso de recursos vocais para obter a atenção, motivação, suspense e curiosidade dos alunos. Objetivo: investigar os efeitos de uma intervenção realizada por um fonoaudiólogo, com foco na expressividade oral, para melhorar a leitura de histórias em voz alta de professoras de educação infantil. Método: três professoras foram submetidas a essa intervenção (seis encontros) e a gravação (gravador Marantz, com microfone AKG) de leitura em voz alta do livro: Bruxa Bruxa! Por favor venha a minha festa , nos momentos pré e pós-intervenção.. As amostras de leitura foram, digitalizadas em formato wav., editadas, e devidamente etiquetadas no Praat. Apenas o trecho correspondente a frase Gato, Gato! Por favor venha a minha festa foi destacado para análise. Foram extraídas medidas acústicas da duração desse enunciado e 35 professores, na função de juízes, ouviram individualmente as amostras referente à leitura das professoras sem o conhecimento de quais situações eram pré ou pós intervenção. Esses registraram as impressões auditivas classificando-as como iguais ou diferentes. Caso fossem diferentes, deveriam escolher qual era mais: cativante, motivante, interessante, melodiosa, clara e pausada. Verificou-se os conhecimentos obtidos das participantes, por meio de uma ficha de avaliação entregue após a intervenção. Resultados: Na inspeção acústica houve aumento das medidas de duração do enunciado nas três participantes depois da intervenção. A maioria dos juízes notou diferença estatisticamente significativa entre as leituras (pré e pós intervenção) em todas participantes, considerando o momento pós-intervenção das três professoras como mais cativante, interessante, motivador, pausado e melodioso. As professoras referiram efeitos positivos da intervenção, percebidos em todos aspectos de expressividade oral trabalhados. Após a intervenção as participantes revelaram terem obtido novos conhecimentos em relação à expressividade e colocaram esses em prática. Conclusões: Os professores juízes perceberam diferença significativa nas leituras e julgaram melhor o momento pósintervenção, principalmente quanto a estar mais pausada, melodiosa, interessante, cativante e motivadora para o público infantil. O programa de intervenção gerou efeito positivo nas participantes

Made available in DSpace on 2016-04-27T18:12:46Z (GMT). No. of bitstreams: 1 Fernanda Catisani.pdf: 1457042 bytes, checksum: fdfb37cf4c2e9e93912dc66ec867a583 (MD5) Previous issue date: 2010-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / INTRODUCTION: the age group in between 8 and 10 years of age is responsible for the highest incidence of voice disorders. Thus, it is important to attempt to find a pattern for acoustic parameters of children s voices, since these parameters may aid in the diagnosis of vocal disorders. AIM: to investigate the fundamental frequency (f0) values in a group of children from Minas Gerais, of both sexes, in between 8 and 10 years of age, without vocal disorder, as perceived through perceptual-auditory assessment. METHODS: in this study, 251 children of both sexes, in between 8 and 10 years of age were recorded. Of these, 43 were excluded from the study as they presented vocal disorders according to evaluation by the GRBASI scale, and 9 others were excluded for being considered outliers by statistical analysis. The final sample in this study was composed of 199 children, 104 boys and 95 girls. The material recorded for analysis was: sustained vowels [a, ε, i], chained speech (counting) and story-telling (semi-directed speech) from a children s book without words. The story-telling allowed for f0 assessment through the repetition of the word /amarelo/, with the selection of 6 periodic pulses of the segment [a]. Acoustic analysis was performed using software PRAAT 4.7 (version 5.0). RESULTS: the overall sample showed f0 values of 235.51 Hz, 233.92 Hz for the boys and 237.25 Hz for the girls. When stratifying ages 8, 9 and 10 the results for the boys in each age group were, respectively, 242.20 Hz, 236.72 Hz and 225.88 Hz. For the girls the results were 241.61 Hz for the 8-year olds, 233.88 Hz for 9 and 238.63 Hz for 10- year olds. There was no statistically significant difference between sex and age. However, when comparing ages within the same sex, there was a statistically significant difference between boys aged 8 and 10. Moreover, it was observed that girls have higher f0 values than boys, and that there is a decrease in f0 as age progresses in both sexes. The results were in agreement with the mean values found in national and international Literature, which are 236 Hz and 237 Hz. CONCLUSION: in the studied group of children, the expected f0 values were obtained for each age group. There were no statistically significant values of differences between sexes and age groups. However, there was a reduction in f0 values with the increase in age / IINTRODUÇÃO: a faixa etária, entre 8 e 10 anos, é responsável pela maior incidência de alterações vocais. Dessa maneira, é importante a busca de uma padronização para os parâmetros acústicos da voz infantil, uma vez que esses podem auxiliar no diagnóstico da alteração de voz. OBJETIVO: investigar os valores da freqüência fundamental (f0) em um grupo de crianças mineiras, de ambos os sexos, nas faixas etárias entre 8 e 10 anos, sem alteração vocal percebida auditivamente. MÉTODOS: foram gravadas 251 crianças, de ambos os sexos, entre 8 e 10 anos de idade. Das quais foram excluídas: 43 por apresentarem alteração vocal, segundo a escala GRBASI e 9 por serem consideradas sujeitos outliers conforme a estatística. A amostra do estudo foi composta por 199 crianças, 104 meninos e 95 meninas. Para análise foi gravado: vogais [a, ε, i] sustentadas, fala encadeada (contagem) e narração (fala semi-dirigida) de um livro infantil sem texto. A narração permitiu aferição da f0 por meio da repetição do vocábulo /amarelo/, com a seleção de 6 pulsos periódicos do segmento [a]. Para a análise acústica foi utilizado o software PRAAT 4.7 (versão 5,0). RESULTADOS: a amostra geral apresentou valores da f0 de 235,51 Hz, 233,92 Hz para meninos e 237,25 Hz para meninas. Ao estratificar as idades, 8, 9 e 10 anos, das crianças, os meninos apresentaram, para cada faixa etária, respectivamente 242,20 Hz, 236,72 Hz e 225,88 Hz. Nas meninas foram encontrados 241,61 Hz para 8 anos, 233,88 Hz para 9 e 238,63 Hz para 10. Não houve diferença estatisticamente significante da f0 em relação ao sexo e a idade. Entretanto, ao se comparar as idades no mesmo sexo, verificou-se a ocorrência de diferença estatisticamente significante no sexo masculino para as faixas etárias de 8 e 10 anos. Também, foi possível constatar, que as meninas apresentaram valores de f0 mais elevados que os meninos. Assim como, o decréscimo de f0 com o aumento da idade em ambos os sexos. Os resultados foram condizentes com a média encontrada na literatura nacional e internacional de 236 Hz e 237 Hz. CONCLUSÃO: no grupo pesquisado de crianças, foram obtidos valores esperados de f0 para cada faixa etária. Não foram encontrados valores, estatisticamente significantes, entre os sexos e as idades. Embora, tenha sido verificada a redução dos valores da freqüência fundamental com o aumento da idade

Made available in DSpace on 2016-04-27T18:12:46Z (GMT). No. of bitstreams: 1 Fernanda de Morais Alves Rodrigues.pdf: 2124037 bytes, checksum: e2f4073ebca15af1d0bd522acecd9267 (MD5) Previous issue date: 2010-07-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Introduction: The communicative competence of a radio announcer develops every day and it s not currently necessary the call "voice placement" as required before to be acted. Today the ones considered good radio announcers are who has a natural and spontaneous communication, that is, similar to regular speech, a fact that promotes the proximity to the listeners. The term expressiveness in speech therapy has been used associated to the idea of attributing to speech, joy, confidence, dynamism, credibility and/or naturalness. Although the positive aspect is being emphasized in this direction, the expressive speech shall convey emotions and attitudes of all natures, both positive and negative. While speaking into the microphone it s the speaker task, leading the listener by the journey of listening, propitiating imagination to both speaker and listener. It s hoped that the speech would be expressive, in other words, with the elimination of anything that causes tension, and thus may involve the listener that seeks not only information, but the experience of listening, creating and imagining. It s believed that work on communication skills through listening training moves the professional to better understand the effects of a built speech and thus makes him more confident in his performance with the use of resources and adjustments considered the own radio communication. Purpose: To investigate the impact of speech therapy intervention in the expressiveness during the reading of a commercial speech. Methods: The study was made with 22 students in a radio announcing course, being them 15 males (68.18%) and 7 females (31.81%). The students were submitted to the speech therapy intervention in seven meetings, and recorded the same retail trade locution before and after the intervention. The voices of each person were edited and presented in random order, in pairs, to 40 radio listeners. Each judge was instructed to listen to the two voices of each person and score on a previously established protocol if the voices were the same or different. If they were different, they should choose the best voice, the first or second. Afterwards, the research responsible pathologist analyzed the best and the worst voice according to the radio listeners analysis. Results: The analysis showed that the greatest number of post intervention voices was considered the best (19% to 86.36%), followed by the equal and worse voices in the post (3 to 13.64%). In clinical evaluation it was analyzed three voices: the worst and best two that tied on the judges trial, but being the determined choice factors: the modulation, the loudness and vocal attack. Conclusions: It can be concluded that in the radio listeners view, the voices get improved after the speech therapy intervention, which suggests that intervention with a focus on the perception and listening skills on the vocal resources use, can contribute to the expressiveness in occasion of the future professionals training / Introdução: Hoje, são considerados bons locutores aqueles que têm a comunicação natural e espontânea, ou seja, semelhante à fala habitual, fato que favorece a proximidade com os ouvintes. O termo expressividade, na Fonoaudiologia, vem sendo usado associado à ideia de atribuir à fala, alegria, confiança, dinamismo, credibilidade e/ou naturalidade. Ao falar ao microfone, cabe ao locutor a tarefa de conduzir o ouvinte pela viagem da escuta, estimulando a imaginação, tanto para quem fala, quanto para quem escuta. Espera-se que a fala seja com expressão, isto é, com a eliminação de tudo que provoque tensão, e possa, assim, envolver o ouvinte, que busca não apenas a informação, mas a experiência de ouvir, criar e imaginar. Acredita-se que trabalhar as habilidades comunicativas, por meio do treinamento da escuta, sensibiliza o profissional a conhecer melhor os efeitos de uma fala construída e, assim, torna-o mais confiante em sua atuação com a utilização de recursos e ajustes considerados próprios da comunicação radiofônica. Objetivo: Investigar o impacto da intervenção fonoaudiológica na expressividade, durante a leitura de uma locução comercial. Métodos: O estudo foi realizado com 22 estudantes de um curso de formação de radialistas, sendo 15 do sexo masculino (68,18%) e 7 do sexo feminino (31,81%). Os estudantes foram submetidos à intervenção fonoaudiológica, em sete encontros, com carga horária total de 21 horas, e gravaram uma mesma locução comercial varejo, antes e após a intervenção. Foi baseada em atividades vivenciais, com foco principal no trabalho de ênfase, bem como a sensibilização de seu uso nos diferentes contextos comunicativos da fala radiofônica. As vozes de cada sujeito foram editadas e apresentadas em ordem aleatória, aos pares, a 40 ouvintes de rádio. Cada juiz foi orientado a ouvir as duas vozes, de cada sujeito, e marcar em um protocolo, previamente estabelecido, se as vozes eram iguais ou diferentes. Caso fossem diferentes, deveriam escolher qual a melhor, a primeira ou a segunda. Em seguida, a fonoaudióloga responsável pela pesquisa analisou a melhor e a pior voz segundo a análise dos ouvintes de rádio. Resultados: A análise demonstrou que o maior número de vozes pós-intervenção foi considerado melhor (19 referentes a 86,36%%), seguido pelas vozes consideradas como iguais e piores na pós-intervenção (3 correspondentes a 13,64%). Na avaliação fonoaudiológica, foram analisadas três vozes: a pior e duas melhores, que empataram no julgamento dos juízes, e, dentre estas, os fatores que diferenciaram as mesmas foram: a modulação, o loudness e o ataque vocal. Conclusões: Pode-se concluir que, para os ouvintes de rádio, as vozes melhoraram após a intervenção fonoaudiológica, o que sugere que a intervenção, com foco nas habilidades de percepção e escuta do uso dos recursos vocais, pode contribuir na expressividade, por ocasião da capacitação de futuros profissionais