Abstract
Previous studies have shown that exposure to recording of one’s own voice can cause a negative reaction. This reaction may affect one’s attentional system and auditory verbal learning rate. The aim of this study was to assess the effect of listening to recordings of one’s own voice on attentional bias in one experiment and to assess the effect on auditory verbal learning in a second experiment. The present study was an experimental study that was designed and conducted as two separate experiments. Fifty-five subjects participated in the first experiment to investigate the effect of listening to recordings of one’s own voice on attentional bias. The auditory Stroop test was performed on a computer with two different voices, i.e., 1) the recorded voice of another person and 2) a recording of the participant’s own voice. The average reaction time of the participants was compared for the two recordings. Sixty-one subjects participated in the second experiment to assess the effect of listening to a recording of one’s own voice on auditory verbal learning. The 61 subjects were divided randomly into two groups, i.e., an experimental group (31 participants) and a control group (30 participants). The Rey auditory verbal learning test (RAVLT, Persian version) was used with two different recordings, i.e., recordings of the participants’ own voices for the experimental group and recordings of another person’s voice for the control group. The mean scores of the two groups were compared for each trial.The comparison of the participants’ mean of reaction time, which was measured twice in the experimental group, showed a significant difference. The comparison of participants’ mean scores between the two groups in the second experiment, showed a significant difference only in the first trial (word span), and no significant difference was found in the other trials. The findings of the study showed that listening a recording of one’s own voice caused attentional bias. Also, listening to a recording of one’s own voice resulted in less auditory verbal learning in word span than listening to the recorded voice of another person.
Highlights
1.1 BackgroundToday, with the advancement of technology and the convenience afforded by electronic devices, such as personal audio and video devices, people are communicating increasingly using their voices and pictures
Two runs of the computerized auditory Stroop test were conducted with a group of 55 people
We examined the effect of the recorded self-voice on attentional bias with two different runs of the auditory Stroop test
Summary
1.1 BackgroundToday, with the advancement of technology and the convenience afforded by electronic devices, such as personal audio and video devices, people are communicating increasingly using their voices and pictures. Studies that have examined this issue have concentrated more on the topic of self-recognition, especially recognizing one’s own face. Few studies have been conducted in the field of self-voice recognition (e.g., Holzman, Rousey, & Snyder, 1966; Nakamura et al, 2001; Olivos, 1967; Rosa, Lassonde, Pinard, Keenan, & Belin, 2008; Rousey & Holzman, 1967). Despite the practical importance of recorded self-voice, few studies have conducted on how people perceive recorded self-voice, especially its impact on auditory verbal learning (Gaviria, 1966; Yeager, 1966). Holzman and Rousey (1966) conducted a study in which the participants’ reactions to their own recorded voices were assessed, and they observed negative affective reactions. The participants did not have such a reaction when they listened to the recorded voices of other people.
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