Título:	Influência do fator de aprendizagem na análise perceptivo-auditiva Learning factor influence on the perceptual-auditory analysis
Autor(es):	Englert, Marina Madazio, Glaucya Gielow, Ingrid Lucero, Jorge Carlos Behlau, Mara
Assunto:	Voz Distúrbios da voz Percepção auditiva Fala
Data de publicação:	2018
Editora:	Sociedade Brasileira de Fonoaudiologia
Referência:	ENGLERT, Marina et al . Influência do fator de aprendizagem na análise perceptivo-auditiva. CoDAS, São Paulo, v. 30, n. 3, e20170107, 2018. DOI: http://dx.doi.org/10.1590/2317-1782/20182017107. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822018000300304&lng=en&nrm=iso>. Acesso em: 21 jan. 2019.
Abstract:	Purpose To investigate the learning factor during a perceptual-auditory analysis of an unusual task in three different groups. Methods 269 listeners, divided into three groups: 73 voice specialists Speech Language Pathologists (EG), 84 voice specialists Speech Language Pathologists (NEG); and 112 non-speech pathologists in the Naive Group (NG). They all completed a listening session that included 18 synthesized and 18 human voices with different types and degrees of deviation (50% of repetition for intra-rater consistency analysis). The task was to classify the voices as human or synthesized. We analyzed the learning factor by comparing the initial error percentage, first 18 voices, with the final, last 18 voices. Results EG presented less error towards the end of the task (25.5%) than at the beginning (28.6%) with statistical difference (p = 0.024). The error percentage of the beginning and the end of the task did not differ for the NEG and the NG (NEG beginning = 36.5%, end = 35.3%; NG beginning = 38.3%, end = 37.7%). Conclusion The EG was the only group to present evidence of learning factor. Therefore, it seems that professional experience positively influences the perceptual-auditory analysis, which reinforces the impact of its training to become a voice specialist. Moreover, the voice specialists seem to be more prepared and more susceptible to use learning strategies to improve their performance during a perceptual-auditory analysis task, even if unusual.
Licença:	Este é um artigo publicado em acesso aberto (Open Access) sob a licença Creative Commons Attribution, que permite uso, distribuição e reprodução em qualquer meio, sem restrições desde que o trabalho original seja corretamente citado.
DOI:	http://dx.doi.org/10.1590/2317-1782/20182017107
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