da Silva Kelly, Ribeiro Vanessa Veis, Santos Allicia Diely Nunes, Almeida Sabryna Beatriz Santos, Cruz Pablo Jordão Alcântara, Behlau Mara
Speech-Language Pathology Course, Campus Lagarto, Universidade Federal de Sergipe - UFS, Lagarto, SE, Brazil; Post-graduate program in Human Communication Disorders, Universidade Federal de São Paulo, São Paulo, SP, Brazil.
Faculdade de Ceilândia, Speech-Language Pathology Course, Universidade de Brasília - UnB, Brasília, DF, Brazil; Voice Specialization Course, Centro de Estudos da Voz, São Paulo, SP, Brazil.
J Voice. 2025 Jul;39(4):1135.e11-1135.e20. doi: 10.1016/j.jvoice.2023.02.022. Epub 2023 May 3.
To verify if the teacher's vocal quality can influence the student's cognition.
The present study is a scoping review performed to answer the research question: Can the teacher's vocal quality influence the student's learning and cognition?. To verify if the teacher's vocal quality can influence the student's cognition. The electronic search was performed in PubMed, Lilacs, SciELO, Scopus, Web of Science, Embase, and databases, in addition to a manual search in citation and gray literature. Two independent authors performed selection and extraction. Data were extracted about the study design: the sample, the cognitive tests used, the assessed cognitive skills, the type of altered voice (real or simulated), the assessment of the vocal quality, alone or associated with environmental noise, and the main outcomes evaluated.
The initial research identified 476 articles, and 13 were selected for analysis. Seven (54%) studies evaluated the impact of altered voices in an isolated way on cognitive abilities. From these, they verified that the altered voices could negatively influence children's cognitive performance. Other 6 studies (46%) associated altered voices with competitive noise in their analysis, and 4 concluded that competitive noise rather than altered voices influenced students' cognitive performance.
The altered voice seems to affect the cognitive tasks involved in the learning process. The competitive noise associated with the presentation of deviant voices had a stronger influence on cognitive performance than altered voice alone, demonstrating that cognitive performance is sensitive to the stages of information acquisition (input of acoustic signals).
验证教师的嗓音质量是否会影响学生的认知。
本研究是一项范围综述，旨在回答研究问题：教师的嗓音质量会影响学生的学习和认知吗？为了验证教师的嗓音质量是否会影响学生的认知。除了在引文和灰色文献中进行手工检索外，还在PubMed、Lilacs、SciELO、Scopus、Web of Science、Embase和其他数据库中进行了电子检索。由两位独立作者进行筛选和提取。提取了有关研究设计的数据：样本、使用的认知测试、评估的认知技能、改变的嗓音类型（真实的或模拟的）、嗓音质量评估（单独或与环境噪声相关）以及评估的主要结果。
初步检索到476篇文章，其中13篇被选入分析。七项（54%）研究单独评估了改变的嗓音对认知能力的影响。从这些研究中，他们证实改变的嗓音会对儿童的认知表现产生负面影响。另外六项（46%）研究在分析中将改变的嗓音与竞争性噪声联系起来，四项研究得出结论，竞争性噪声而非改变的嗓音影响了学生的认知表现。
改变的嗓音似乎会影响学习过程中涉及的认知任务。与异常嗓音呈现相关的竞争性噪声对认知表现的影响比单独的改变嗓音更强，表明认知表现对信息获取阶段（声学信号输入）很敏感。
