Summary
Objective
To verify if the teacher's vocal quality can influence the student's cognition.
Methods
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.
Results
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.
Conclusion
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).
Key Words
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Article info
Publication history
Published online: May 03, 2023
Accepted:
February 17,
2023
Publication stage
In Press Corrected ProofFootnotes
Funding: This study was supported by funding CNPq (Number process 150395/2021-3).
Declaration of competing interest: The authors have no direct or indirect conflicts of interest to report for this work. All authors have approved of the final version of the article.
Research conducted in the Federal University of São Paulo (UNIFESP), São Paulo, SP, Brazil.
Identification
Copyright
© 2023 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
