Speech and Language Science

5556V - The Role of Instructions in Motor Learning of Oral vs Nasalized Speech Targets

ON-DEMAND

Format: Technical Research (Virtual)

Keywords: Motor learning, Voice Therapy, Speech Therapy, Oral-Nasal Balance

Presenting Author(s)

Karen Perta

The Ohio State University

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Author Only (Not Presenting)(s)

Youkyung Bae

The Ohio State University
Janet Vuolo

The Ohio State University
Tim Bressmann

University of Toronto
Robert Fox

The Ohio State University

What is the “just do it” principle? Can information be a burden? Theories of motor learning inform current speech/voice therapy models. However, much of the supporting evidence for motor learning theory originates in the context of limb control and sports performance, making valid translation to speech and voice tasks difficult. Our understanding of motor learning processes specific to speech/voice remains very limited in both normal and disordered systems. The purpose of this study was to investigate how general, implicit instructions with auditory modeling versus specific, explicit instructions with tactile-kinesthetic emphasis affect learning of oral-nasal balance control in speech. Findings from this study clarify effective instructional approaches for speech/voice therapy and vocal pedagogy.

Learning Objectives:

Define at least three motor learning principles in terms of their impact on the field of speech pathology (i.e., speech and voice therapy)
Describe three important methodological considerations for conducting motor learning research
Explain the differences between implicit versus explicit versus integrated instruction types and their effect on speech/voice motor learning