Schneider Berit, Enne Robert, Cecon Mikis, Diendorfer-Radner Gabriele, Wittels Peter, Bigenzahn Wolfgang, Johannes Bernd
Department of Otolaryngology, Division of Phoniatrics-Logopedics, Vienna University Hospital, Vienna, Austria.
J Voice. 2006 Jun;20(2):242-50. doi: 10.1016/j.jvoice.2005.03.002. Epub 2005 Aug 10.
Several studies revealed a high percentage of voice problems in future teachers. The influence of vocal constitution on the vocal endurance is, however, still unclear. The goal of this study was to evaluate whether the increase of voice fundamental frequency (F0) during teaching is caused by (1) autonomic regulation patterns under stress, (2) anxiety as an emotional factor, or (3) limitations in voice constitution. Thirty-three subjects with either normal voice constitution (n = 15, group 1) or constitutional hypofunction (n = 18, group 2) assessed by voice range profile measurements were enrolled in this study. Furthermore, they underwent a standardized baseline test to register selected autonomic test parameters and were classified into autonomic outlet types (AOT) as proposed by Johannes et al. Later the subjects were examined during 1 hour of teaching (field study). The parameters tested included heart rate, pulse transition time, finger temperature, and voice fundamental frequency. To measure situational anxiety and general anxiety proneness, a state-trait anxiety inventory was taken. Eleven subjects per group were identified as autonomic stable (AOT 1), two per group as responding cardiovascularly (AOT 2), and two of group 1 and four of group 2, respectively, as having higher heart rate and higher blood pressure responses to stress (AOT 4). One subject had to be excluded because of missing data. However, statistical analyses showed no differences between AOT groups regarding the voice constitution groups. Increased fundamental frequencies of speaking voice after 30 and 45 minutes of teaching were found in group 2 (constitutional hypofunction). No effect of state or trait anxiety on voice endurance could be detected. Thus, the increase of fundamental frequency of voice has to be regarded as a consequence of vocal fatigue. A constitutionally weak voice seems to be a risk factor for developing a professional voice disorder.
多项研究表明，未来教师中嗓音问题的比例很高。然而，嗓音体质对嗓音耐力的影响仍不明确。本研究的目的是评估教学过程中嗓音基频（F0）的升高是由以下哪种原因引起的：（1）压力下的自主调节模式；（2）作为情绪因素的焦虑；（3）嗓音体质的限制。通过嗓音音域剖面图测量评估，33名嗓音体质正常（n = 15，第1组）或体质功能减退（n = 18，第2组）的受试者参与了本研究。此外，他们接受了标准化的基线测试，以记录选定的自主测试参数，并根据约翰内斯等人提出的方法被分类为自主输出类型（AOT）。随后，在1小时的教学过程中（实地研究）对受试者进行检查。测试参数包括心率、脉搏过渡时间、手指温度和嗓音基频。为了测量情境焦虑和一般焦虑倾向，采用了状态-特质焦虑量表。每组有11名受试者被确定为自主稳定型（AOT 1），每组有2名受试者表现为心血管反应型（AOT 2），第1组有2名受试者、第2组有4名受试者对压力有较高的心率和血压反应（AOT 4）。有一名受试者因数据缺失而被排除。然而，统计分析表明，在嗓音体质组方面，AOT组之间没有差异。在第2组（体质功能减退）中，发现教学30分钟和45分钟后说话嗓音的基频增加。未检测到状态或特质焦虑对嗓音耐力的影响。因此，嗓音基频的增加应被视为嗓音疲劳的结果。体质较弱的嗓音似乎是发展为职业性嗓音障碍的一个危险因素。
