Aerodynamic and Acoustic Effects of Abrupt Frequency Changes in Excised Larynges

Autor/inn/en	Alipour, Fariborz; Finnegan, Eileen M.; Scherer, Ronald C.
Titel	Aerodynamic and Acoustic Effects of Abrupt Frequency Changes in Excised Larynges
Quelle	In: Journal of Speech, Language, and Hearing Research, 52 (2009) 2, S.465-481 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2008/07-0212)
Schlagwörter	Acoustics; Animals; Auditory Stimuli; Evaluation Methods; Experiments; Research Methodology + Suchen Sie Ihr Suchwort? Akustik; Animal; Tier; Tiere; Auditive Stimulation; Erprobung; Research method; Forschungsmethode
Abstract	Purpose: To determine the aerodynamic and acoustic effects due to a sudden change from chest to falsetto register or vice versa. It was hypothesized that the continuous change in subglottal pressure and flow rate alone (pressure-flow sweep [PFS]) can trigger a mode change in the canine larynx. Method: Ten canine larynges were each mounted over a tapered tube that supplied pressurized, heated, and humidified air. Glottographic signals were recorded during each PFS experiment, during which airflow was increased in a gradual manner for a period of 20-30 s. Results: Abrupt changes in fundamental frequency (F[subscript 0]) and mode of vibration occurred during the PFS in the passive larynx without any change in adduction or elongation. The lower frequency mode of oscillation of the vocal folds, perceptually identified as the chest register, had relatively large amplitude oscillation, significant vocal fold contact, a rich spectral content, and a relatively loud audio signal. The higher frequency mode of oscillation, perceptually identified as falsetto, had little or no vocal fold contact and a dominant first partial. Relatively abrupt F[subscript 0] changes also occurred for gradual adduction changes, with the chest register corresponding to greater adduction, falsetto to less adduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10