Influência da qualidade vocal de professores na cognição dos alunos uma revisão de escopo

Abstract

Introduction: Most of the studies that address the teacher's voice do not consider the influence of voice quality in the processes involved in the learning of the student recipients. The teacher's voice, however, is one of the main vehicles and a voice for transmitting academic information can interfere with the teacher's cognitive processes. Methodology: The present study is a scoping review carried out in PubMed, Lilacs, SciELO, Scopus, Web of Science, Embase, and Brazilian Digital Library of Theses and Dissertations (BDTD) databases, in addition to a manual search. The descriptors "Students", "Voice Disorders", "Dysphonia", "Voice Quality", "Teachers", "School Teachers", "Cognition", "Understanding", "Learning", "Academic Institutions" and "Universities" in Portuguese, English and Spanish. Results: of the 476 articles found, 13 were selected for analysis. If they evaluated the impact of teachers' competence and, consequently, the quality of competence performance in the students' learning process, and the vocal quality was not determined by the teachers, the quality of the students' teachers and, the quality of the students' learning process and, has not been proven. The other six studies (46%) associated dysphonia with competitive noise in their analysis, and 67% (n=4) obtained results that contradict this hypothesis. Conclusion: Voice quality in most articles influences the tasks involved in the learning process. When associated with the presentation of voices, the attractive noise influenced or more important in the cognitive performance of an isolated dysphonic voice, demonstrating that the cognitive performance is sensitive to the stages of information acquisition (input of acoustic signals).