Relevant bibliographies by topics / Estill voice training systems

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Estill voice training systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Estill voice training systems"

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Steinhauer, Kimberly M., and Mary McDonald Klimek. "Vocal Traditions: Estill Voice Training®." Voice and Speech Review 13, no. 3 (April 21, 2019): 354–59. http://dx.doi.org/10.1080/23268263.2019.1605707.

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Fantini, Marco, Franco Fussi, Erika Crosetti, and Giovanni Succo. "Estill Voice Training and voice quality control in contemporary commercial singing: an exploratory study." Logopedics Phoniatrics Vocology 42, no. 4 (September 30, 2016): 146–52. http://dx.doi.org/10.1080/14015439.2016.1237543.

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Grillo, Elizabeth U. "Functional Voice Assessment and Therapy Methods Supported by Telepractice, VoiceEvalU8, and Estill Voice Training." Seminars in Speech and Language 42, no. 01 (January 2021): 041–53. http://dx.doi.org/10.1055/s-0040-1722753.

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AbstractFunctional assessment and therapy methods are necessary for a client-centered approach that addresses the client's vocal needs across all environments. The purpose of this article is to present the approach with the intent to encourage discussion and implementation among educators, clinicians, researchers, and students. The functional approach is defined and its importance is described within the context of the World Health Organization's International Classification of Functioning, Disability, and Health with support provided by synchronous and asynchronous telepractice, the VoiceEvalU8 app, server, and web portal, and a framework that defines voice qualities (e.g., resonance, twang, loud, and others) by the anatomy and physiology of the voice production system (i.e., Estill Figures for Voice). Case scenarios are presented to highlight application of the functional voice approach.
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Caleo, Susan Bamford. "Many Doors: The Histories and Philosophies of Roy Hart Voice Work and Estill Voice Training." Voice and Speech Review 13, no. 2 (October 30, 2018): 188–200. http://dx.doi.org/10.1080/23268263.2018.1534931.

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Grillo, Elizabeth U. "A Nonrandomized Trial for Student Teachers of an In-Person and Telepractice Global Voice Prevention and Therapy Model With Estill Voice Training Assessed by the VoiceEvalU8 App." American Journal of Speech-Language Pathology 30, no. 2 (March 26, 2021): 566–83. http://dx.doi.org/10.1044/2020_ajslp-20-00200.

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Purpose This study investigated the effects of the in-person and telepractice Global Voice Prevention and Therapy Model (GVPTM) treatment conditions and a control condition with vocally healthy student teachers. Method In this single-blinded, nonrandomized trial, 82 participants completed all aspects of the study. Estill Voice Training was used as the stimulability component of the GVPTM to train multiple new voices meeting all the vocal needs of the student teachers. Outcomes were assessed using acoustic, perceptual, and aerodynamic measures captured by the VoiceEvalU8 app at pre and post in fall and during student teaching in spring. Results Significant improvements were achieved for several acoustic and perceptual measures in the treatment conditions, but not in the control condition. The in-person and telepractice conditions produced similar results. The all-voiced phrase and connected speech were more successful in demonstrating voice change for some of the perturbation measures as compared to sustained /a/. Conclusions The treatment conditions were successful in improving the participants' voices for fundamental frequency and some acoustic perturbation measures while maintaining the improvements during student teaching. In addition, the treatment conditions were successful in decreasing the negative impact of voice-related quality of life and vocal fatigue during student teaching. Future research should address the effectiveness of the various components of the GVPTM, the application of the GVPTM with patients with voice disorders, the relevance of defining auditory–perceptual terms by the anatomy and physiology of the voice production system (i.e., Estill Voice Training), and the continued use of the VoiceEvalU8 app for clinical voice investigations. Supplemental Material https://doi.org/10.23641/asha.13626824
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Erro, Daniel, Asunción Moreno, and Antonio Bonafonte. "INCA Algorithm for Training Voice Conversion Systems From Nonparallel Corpora." IEEE Transactions on Audio, Speech, and Language Processing 18, no. 5 (July 2010): 944–53. http://dx.doi.org/10.1109/tasl.2009.2038669.

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Douma, Peter. "Methods and apparatus for training and operating voice recognition systems." Journal of the Acoustical Society of America 102, no. 3 (September 1997): 1285. http://dx.doi.org/10.1121/1.420032.

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Zotova, Viktoriia. "THE DEVELOPMENT OF CREATIVE ACTIVITY OF TEENAGERS IN THE PROCESS OF VOCAL EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 178–82. http://dx.doi.org/10.36550/2415-7988-2021-1-195-178-182.

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Here we revealed the peculiarities of the every day approach to the vocal education of teenage students, and referred to the contemporary trends of children’s vocal education as well as its transformation in the context of the current realities. We have studied theoretical approaches revealing the issue of our research from the perspective of new scientific achievements of the international vocal pedagogy, and have highlighted the most effective ones in terms of teaching vocals to teenagers. We have analyzed the current guidelines of organizing vocal practice with the use of interactive techniques and described how they can deploy the nature of teen’s creative activity especially in the sphere of art. Teenage students have a remarkable need in showing their skills especially if they have already achieved the level of high competence and are already the students of high school. The biggest authority for the teens is the approval of peers, and the moments of success are essential for such student’s self-esteem and further professional development, particularly in this age. On the other hand, our research views the creative activity as the basic component of the established education process where the teenager is the key actor. Interactive techniques are the effective tool of organizing such process. We have appealed to the experience of such acclaimed international schools as EVT (Estill Voice Training) of the american professor Jo Estill who accumulates creative potential of the teacher and student, thus enhancing and triggering the results of the acquired knowledge. Nowadays the traditional offline forms of delivering lessons are becoming secondary and outdated in the age establishing online education, they are considered less effective, less relevant and hardly able to stand the test of time and the global social-economic crisis. But owing to the crisis the new ways of creative thinking’s development are appearing, which fosters unleashing of the creative powers of the teacher and then of the teenage students, who tend to follow the teacher as the professional authority. The core essence of our work was to study the current and contemporary tendencies for developing teenagers’ creative activity in mastering vocals, therein lies the timeliness of the issue.
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Sandage, Mary J., and David D. Pascoe. "Translating Exercise Science Into Voice Care." Perspectives on Voice and Voice Disorders 20, no. 3 (November 2010): 84–89. http://dx.doi.org/10.1044/vvd20.3.84.

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The basic principles of exercise training for skeletal muscle adaptations have been applied to voice training for some time. To date, the use of the basic principles of muscle training for designing a voice rehabilitation program or advising voice clients about the role of voice rest and modified voice use following surgical intervention has not been well developed. Voice training is a complex process of skill acquisition through application of motor learning principles and the concurrent coordinated use of many physiologic systems. However, the translation of exercise science literature to voice training and recovery needs to be undertaken with caution, because the function and performance of laryngeal skeletal muscle can be different from those of skeletal muscles used for other types of movement. This discussion will be confined to the basic adaptations of the muscle tissue itself. A brief review of basic principles of muscle training as understood for skeletal muscle will be followed by a more extensive discussion of the neurologic, metabolic, and physiologic adaptations of muscle training and detraining. Translation of this body of literature will be considered in the contexts of post-surgical voice recovery, voice rehabilitation, and maintenance of professional voice requirements.
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Kolesau, Aliaksei, and Dmitrij Šešok. "Voice Activation for Low-Resource Languages." Applied Sciences 11, no. 14 (July 7, 2021): 6298. http://dx.doi.org/10.3390/app11146298.

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Voice activation systems are used to find a pre-defined word or phrase in the audio stream. Industry solutions, such as “OK, Google” for Android devices, are trained with millions of samples. In this work, we propose and investigate several ways to train a voice activation system when the in-domain data set is small. We compare self-training exemplar pre-training, fine-tuning a model pre-trained on another domain, joint training on both an out-of-domain high-resource and a target low-resource data set, and unsupervised pre-training. In our experiments, the unsupervised pre-training and the joint-training with a high-resource data set from another domain significantly outperform a strong baseline of fine-tuning a model trained on another data set. We obtain 7–25% relative improvement depending on the model architecture. Additionally, we improve the best test accuracy on the Lithuanian data set from 90.77% to 93.85%.
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Dissertations / Theses on the topic "Estill voice training systems"

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Pires-Fernandes, Catherine. ""The Girl in 14G:" Analyzing Solutions for Vocal Issues Through Vocal Pedagogy." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1636.

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The intent of this thesis is to study a variety of vocal techniques and identify how to solve different vocal challenges in the musical theatre song, "The Girl in 14G." In order to be successful in the entertainment business, it is imperative that a singer performs healthily and in a variety of music styles. Through an exploration of Lessac Kinesensic Training, Estill Voice Training Systems and Bel Canto techniques, a singer can gain a holistic perspective about voice. I will study with three voice teachers, each of whom specializes in one of the aforementioned techniques. This thesis will reveal how each voice teacher brought her expertise to the lesson. It is a singer’s responsibility to ensure she is well rounded and knowledgeable about her voice, and the different approaches to teaching voice. Solutions that reflect different techniques will be analyzed. Observations and discoveries made in private voice lessons will also be described. Documentation of lessons with each teacher will provide insight about the distinctions and similarities in vocal techniques. This thesis is intended to serve as a starting point for students and teachers to satisfy their own vocal curiosity and exploration.
B.F.A.
Bachelors
Theatre
Arts and Humanities
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Salsbury, Katharine. "ESTILL VOICE TRAINING: THE KEY TO HOLISTIC VOICE AND SPEECH TRAINING FOR THE ACTOR." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3384.

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The aim of this paper is to examine the Estill Voice Training System to explain how it may be used in tandem with widely accepted voice and speech methodologies such as those developed by Kristin Linklater, Patsy Rodenburg and Dudley Knight/Phil Thompson in order produce versatile performers able to meet the vocal gauntlet flung at the feet of the contemporary actor. Students must be able to effectively function as voice-over talent, sing musical theatre, rattle off classical text with aplomb and work in film, all with superior vocal health. Synthesizing proven techniques with the skills presented in the inter-disciplinary Estill Voice Training System, I hope to develop a new, anatomically specific, voice and speech training progression to efficiently assist the student actor discover the physical and emotional vocal ranges demanded of the contemporary actor.
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Wichmann, Werner Johann. "Systems theory training as a context for healing : an autoethnography." Diss., 2012. http://hdl.handle.net/10500/6081.

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The mini-dissertation explains how systems theory provided a healing context for me in my training as a clinical psychologist over two years. The emergence of my authentic voice is narrated in an autoethnography (five act drama) about what happened. The main theoretical bases for the dissertation are – constructivism to understand the learning and teaching I experienced; learning as a collaborative endeavour and the emergence of my authentic voice with help from more skilled others. Systems theory informs the entire study at every theoretical level. Bowen’s family therapy theory is significant for the differentiation of the self and his I-position is equated with the emergence of an authentic voice. Myth, epic narratives, the hero’s journey amplify my interpretation of the differentiation of self. The raw data for the qualitative research were observations, interviews, creative writing, photocollage, a collection of readings, songs and dialogues. The themes emerging from the autoethnography were about obstructions because of the authoritarian nature of my upbringing, life and work. These themes lessened in force in clinical training until my authentic voice emerged in relation to self and as a clinical psychologist. A recommendation from the dissertation is that autoethnography provides a good vehicle for reflection and intense interior scrutiny needed to become a practising clinical psychologist; the autoethnographical exercise could be used by training clinical psychologists more extensively on their journey to maturity.
Psychology
M.A. (Clinical Psychology)
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Books on the topic "Estill voice training systems"

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Integrated voice and visual systems research topics. Moffett Field, Calif: National Aeronautics and Space Administration, Ames Research Center, 1988.

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Air traffic control: Voice communications system challenges continue : report to the Chairman, Subcommittee on Transportation and Related Agencies, Committee on Appropriations, U.S. Senate. Washington, D.C: The Office, 1991.

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Hill, Juniper. Incorporating improvisation into classical music performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0015.

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The paucity of improvisation over the last 150 years of western art music is an anomaly. This chapter discusses why and how classical musicians today might incorporate more improvisation into their practice and performance. Examples from professional musicians demonstrate innovative approaches to classical improvisation as well as methods for renewing historical practices in modern contexts. As a developmental tool, improvisation can be used to deepen understanding of traditional repertoire, improve technique and aural skills, expand expressive possibilities, discover a personal voice, and lessen performance anxiety. Methods for increasing improvisation in public performance are also illustrated, including the preparation of improvised cadenzas in canonical repertoire, the exploration of multiple possible score interpretations, the practice of functional improvisation for church services, and the adventure of boundary-challenging creative acts. The chapter concludes by addressing challenges and constraints faced by potential improvisers in today’s classical music culture, especially in relation to education (when important enabling skill sets are left underdeveloped), career pressures (when deviations from convention are risky) and value systems (when improvisation is considered wrong and the creative capacity of performers is deemed inferior). Classical performers are encouraged to take some of their training into their own hands and assert their right for greater artistic autonomy.
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Book chapters on the topic "Estill voice training systems"

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Toki, Eugenia I., Konstantinos Plachouras, Georgios Tatsis, Spyridon K. Chronopoulos, Dionysios Tafiadis, Nausica Ziavra, and Vassiliki Siafaka. "The Design of a Mobile System for Voice e-Assessment and Vocal Hygiene e-Training." In Advances in Intelligent Systems and Computing, 167–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7_18.

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Toki, Eugenia I., Vassiliki Siafaka, Dimitrios Moutselakis, Prodromos Ampatziadis, Dionysios Tafiadis, Georgios Tatsis, and Nausica Ziavra. "A Preliminary Study on a Mobile System for Voice Assessment and Vocal Hygiene Training in Military Personnel." In Advances in Intelligent Systems and Computing, 700–708. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7_69.

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Yoshida, Satoshi, Shingo Uenohara, Keisuke Nishijima, and Ken’ichi Furuya. "Voice Quality Change Due to the Amount of Training Data for Multi- and Target-Speaker WaveNet Vocoders." In Complex, Intelligent and Software Intensive Systems, 727–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79725-6_73.

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Toki, Eugenia I., Dionysios Tafiadis, Konstantinos Rizos, Marina Primikiri, Georgios Tatsis, Nausica Ziavra, and Vassiliki Siafaka. "A Preliminary Study on a Mobile System for Voice Assessment and Vocal Hygiene Training: The Case of Teachers." In Advances in Intelligent Systems and Computing, 691–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7_68.

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Selouani, S. A., T. H. Lê, Y. Benahmed, and D. O’Shaughnessy. "Enhanced Speech-Enabled Tools for Intelligent and Mobile E-Learning Applications." In Advances in Distance Education Technologies, 147–65. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-934-2.ch010.

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Web-based learning is rapidly becoming the preferred way to quickly, efficiently, and economically create and deliver training or educational content through various communication media. This chapter presents systems that use speech technology to emulate the one-on-one interaction a student can get from a virtual instructor. A Web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB&T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. New Automated Service Agents based on the Artificial Intelligence Markup Language (AIML) are used to provide naturalness to the dialogs between users and machines. The portability of the e-learning system across a mobile platform is also investigated. The findings show that when the learning material is delivered in the form of a collaborative and voice-enabled presentation, the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.
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Rice, Margaret L., and Connie Bain. "Planning and Implementation of a 21st Century Classroom Project." In Cases on Educational Technology Planning, Design, and Implementation, 76–92. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch005.

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A southeastern school district technology committee was tasked with designing and implementing a project to develop 21st century classrooms throughout the school district. After research, it was determined classrooms would include interactive whiteboards, slates that interact with whiteboards from anywhere in the room, mounted projectors, teacher laptops, document cameras, classroom sets of student response systems (clickers), podiums for the laptops and storage, and sound systems with voice enhancers. Project challenges included updating the school district’s infrastructure, training teachers, designing and remodeling classrooms in terms of electrical outlets and data drops, and ensuring equity for all the district’s schools. The district used a project-planning model that included research, collaboration, prioritizing, implementation (divided into four phases – infrastructure, teacher laptops, interactive classroom, equipment replacement), and evaluation. All phases were completed in two years and one cycle of Phase 4 (equipment replacement) was completed prior to a severe budget crisis in the state.
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Leeson, Mark S., and Eugene Iwu. "Blind Equalization for Broadband Access using the Constant Modulus Algorithm." In Applied Signal and Image Processing, 76–101. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-477-6.ch005.

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The cost of laying optical fiber to the home means that digital transmission using copper twisted pairs is still widely used to provide broadband Internet access via Digital Subscriber Line (DSL) techniques. However, copper transmission systems were optimally designed for voice transmission and cause distortion of high bandwidth digital information signals. Thus equalization is needed to ameliorate the effects of the distortion. To avoid wasting precious bandwidth, it is desirable that the equalization is blind, operating without training sequences. This chapter concerns the use of a popular blind adaptive equalization algorithm, namely the Constant Modulus Algorithm (CMA) that penalizes deviations from a fixed value in the modulus of the equalizer output signal. The CMA is set in the context of blind equalization, with particular focus on systems that sample at fractions of the symbol time. Illustrative examples show the performance of the CMA on an ideal noiseless channel and in the presence of Gaussian noise. Realistic data simulations for microwave and DSL channels confirm that the CMA is capable of dealing with the non-ideal circumstances that will be encountered in practical transmission scenarios.
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Dumas, J. Ann. "Gender ICT and Millennium Development Goals." In Information Communication Technologies, 504–11. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch035.

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Gender equality and information and communication technology are important in the achievement of the Millennium Development Goals (MDGs) in policy, planning, and practice. The 2000 Millennium Declaration of the United Nations (UN) formed an international agreement among member states to work toward the reduction of poverty and its effects by 2015 through eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and the empowerment of women 4. Reduce child and maternal mortality 5. Improve maternal health care 6. Combat HIV and AIDS, malaria, and other major diseases 7. Ensure environmental sustainability 8. Develop global partnership for development Progress toward gender equality and the empowerment of women is one goal that is important to achieving the others. Poverty, hunger, illiteracy, environmental threats, HIV and AIDS, and other health threats disproportionately affect the lives of women and their dependent children. Gender-sensitive ICT applications to education, health care, and local economies have helped communities progress toward the MDGs. ICT applications facilitate rural health-care workers’ access to medical expertise through phones and the Internet. Teachers expand learning resources through the Internet and satellite services, providing a greater knowledge base for learners. Small entrepreneurs with ICT access and training move their local business into world markets. ICT diffusion into world communication systems has been pervasive. Even some of the poorest economies in Africa show the fastest cell-phone growth, though Internet access and landline numbers are still low (International Telecommunications Union [ITU], 2003b). ICT access or a lack of it impacts participation, voice, and decision making in local, regional, and international communities. ICTs impact the systems that move or inhibit MDG progress. UN secretary general Kofi Annan explained the role of the MDGs in global affairs: Millennium Development Goals are too important to fail. For the international political system, they are the fulcrum on which development policy is based. For the billion-plus people living in extreme poverty, they represent the means to a productive life. For everyone on Earth, they are a linchpin to the quest for a more secure and peaceful world. (UN, 2005, p. 28) Annan also stressed the critical need for partnerships to facilitate technology training to enable information exchange and analysis (UN, 2005). ICT facilitates sharing lessons of success and failure, and progress evaluation of work in all the MDG target areas. Targets and indicators measuring progress were selected for all the MDGs. Gender equality and women’s empowerment are critical to the achievement of each other goal. Inadequate access to the basic human needs of clean water, food, education, health services, and environmental sustainability and the support of global partnership impacts great numbers of women. Therefore, the targets and indicators for Goal 3 address females in education, employment, and political participation. Progress toward the Goal 3 target to eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015, will be measured by the following indicators. • Ratio of girls to boys in primary, secondary, and tertiary education • Ratio of literate females to males who are 15- to 24-year-olds • Share of women in wage employment in the nonagricultural sector • Proportion of seats held by women in national parliaments (World Bank, 2003) Education is positively related to improved maternal and infant health, economic empowerment, and political participation (United Nations Development Program [UNDP], 2004; World Bank, 2003). Education systems in developing countries are beginning to offer or seek ways to provide ICT training as a basic skill and knowledge base. Proactive policy for gender equality in ICT access has not always accompanied the unprecedented ICT growth trend. Many civil-society representatives to the World Summit on the Information Society (WSIS) argue for ICT access to be considered a basic human right (Girard & Ó Soichrú, 2004; UN, 1948). ICT capability is considered a basic skill for education curriculum at tertiary, secondary, and even primary levels in developed regions. In developing regions, ICT access and capability are more limited but are still tightly woven into economic communication systems. ICTs minimize time and geography barriers. Two thirds of the world’s poor and illiterate are women (World Bank, 2003). Infant and maternal health are in chronic crisis for poor women. Where poverty is highest, HIV and AIDS are the largest and fastest growing health threat. Ninety-five percent of people living with HIV and AIDS are in developing countries, partly because of poor dissemination of information and medical treatment. Women are more vulnerable to infection than men. Culturally reinforced sexual practices have led to higher rates of HIV infection for women. Gender equality and the empowerment of women, starting with education, can help fight the spread of HIV, AIDS, and other major diseases. ICT can enhance health education through schools (World Bank). Some ICT developers, practitioners, and distributors have identified ways to incorporate gender inclusiveness into their policies and practice for problem-solving ICT applications toward each MDG target area. Yet ICT research, development, education, training, applications, and businesses remain male-dominated fields, with only the lesser skilled and salaried ICT labor force approaching gender equality. Successful integration of gender equality and ICT development policy has contributed to MDG progress through several projects in the developing regions. Notable examples are the South-African-based SchoolNet Africa and Bangladesh-based Grameen Bank Village Pay Phone. Both projects benefit from international public-private partnerships. These and similar models suggest the value and importance of linking gender equality and empowerment with global partnership for development, particularly in ICT. This article reports on developing efforts to coordinate the achievement of the MDGs with policy, plans, and practice for gender equality beyond the universal educational target, and with the expansion of ICT access and participation for women and men. The article examines the background and trends of MDG 3, to promote gender equality and the empowerment of women, with particular consideration of MDG 8, to develop global partnership for development, in ICT access and participation.
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Conference papers on the topic "Estill voice training systems"

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Varghese, Delvin, Jay Rainey, Kyle Montague, Tom Bartindale, Patrick Olivier, and Matt Baillie Smith. "Utilizing Participant Voice in Volunteer Training." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376208.

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Wang, Xingbo, Haipeng Zeng, Yong Wang, Aoyu Wu, Zhida Sun, Xiaojuan Ma, and Huamin Qu. "VoiceCoach: Interactive Evidence-based Training for Voice Modulation Skills in Public Speaking." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376726.

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Sakajiri, Masatsugu, Kenryu Nakamura, Satoshi Fukushima, Shigeki Miyoshi, and Tohru Ifukube. "Effect of voice pitch control training using a two-dimensional tactile feedback display system." In 2012 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2012. http://dx.doi.org/10.1109/icsmc.2012.6378241.

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Dittrich, Toby, and Sequoia Star. "Introducing Voice Recognition into Higher Education." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8080.

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Abstract Voice Recognition (VR) software has now evolved to be fast and accurate enough to be useful in many educational settings. This paper describes two new uses for VR technology, both protected by patents, which can effectively address the lack of universal oral training in education today. The first use is Instant Note Capture (INC) which can be employed in live computer presentations and in an online software add-on tool called Incredible Classroom (IC) to place and store voice to text records in educational activities. The second is a new assessment tool called Virtual Oral Recitation Examination System (VORE) which enables oral discourse to be automatically and instantaneously assessed and used in new educational software tools requiring oral exercises. This paper identifies the necessity for and demonstrates the uses of voice recognition systems in education.
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