Document Type

Thesis

Degree Name

Master of Science (MSc)

Department

Psychology

Program Name/Specialization

Cognitive Neuroscience

Faculty/School

Faculty of Science

First Advisor

Dr. Jeffery A. Jones

Advisor Role

Supervisor

Abstract

Trained singers have better vocal control when compared to singers without vocal training. The development of precise vocal control, like any motor skill, requires practice with some form of feedback, such as auditory feedback. In addition to auditory feedback, singing training programs use online visual feedback to improve performance accuracy. The purpose of this thesis is to investigate the recent body of literature concerning the cognitive processing of vocal control, and apply this knowledge practically to develop an effective real-time visual feedback training program that enhances vocal control. In the first of two studies, non-singers and singers were randomly assigned to one of two training conditions: one condition with visual feedback of vocal performance, and the other condition with no feedback. Changes in vocal control as a function of training condition were assessed by comparing measures of pitch accuracy, vocal variability, and responses to sudden frequency-altered perturbations in participants’ pitch feedback, before and after training. In the second study, training sessions were doubled and tested with another group of non-singers, with results from this second study compared to the first study. Overall, there was no effect of real-time visual feedback training or length of training on measures of vocal control. These findings may contribute to a better understanding of vocal control, and assist in improving singing training programs.

Convocation Year

2016

Convocation Season

Spring

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