Task Administration Variables Affecting Phonation-Time Measures in Third-Grade Girls with Normal Voice Quality Maximum and mean phonation times as a function of coaching were obtained from 28 third-grade girls with normal voice quality. All subjects produced three prolonged//trials in each of two experimental sessions, the sessions being separated by 1 week. Coaching was counterbalanced across sessions, resulting in four groups of seven subjects ... Research Article
Research Article  |   October 01, 1986
Task Administration Variables Affecting Phonation-Time Measures in Third-Grade Girls with Normal Voice Quality
 
Author Notes
  • Alan R. Reich is an associate professor in the Department of Speech and Hearing Sciences, University of Washington, Seattle, WA 98195. Requests for reprints may be sent to him at this address. Julie A. Mason is a speech-language pathologist in the Puyallup Public Schools, Puyallup, WA. Samuel B. Polen is a professor in the Department of Speech Pathology and Audiology, Western Washington University, Bellingham, WA.
    Alan R. Reich is an associate professor in the Department of Speech and Hearing Sciences, University of Washington, Seattle, WA 98195. Requests for reprints may be sent to him at this address. Julie A. Mason is a speech-language pathologist in the Puyallup Public Schools, Puyallup, WA. Samuel B. Polen is a professor in the Department of Speech Pathology and Audiology, Western Washington University, Bellingham, WA.×
Article Information
Research Articles
Research Article   |   October 01, 1986
Task Administration Variables Affecting Phonation-Time Measures in Third-Grade Girls with Normal Voice Quality
Language, Speech, and Hearing Services in Schools, October 1986, Vol. 17, 262-269. doi:10.1044/0161-1461.1704.262
History: Received March 8, 1985 , Accepted September 10, 1985
 
Language, Speech, and Hearing Services in Schools, October 1986, Vol. 17, 262-269. doi:10.1044/0161-1461.1704.262
History: Received March 8, 1985; Accepted September 10, 1985

Maximum and mean phonation times as a function of coaching were obtained from 28 third-grade girls with normal voice quality. All subjects produced three prolonged//trials in each of two experimental sessions, the sessions being separated by 1 week. Coaching was counterbalanced across sessions, resulting in four groups of seven subjects each: (a) Group NC-C did not receive coaching during the first experimental session but did receive coaching during the second, (b) Group C-NC received coaching during the first but not the second session, (c) Group C-C received coaching during both sessions, and (d) Group NC-NC received no coaching during either session. Coaching during the//prolongations produced significantly longer maximum and mean phonation times but did not reduce within-subjects variability. No familiarization effects were apparent across the two experimental sessions.

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