| Abstract | • Objective
Findings from recent studies suggest that cognition plays an important role in pediatric vocal learning (Feinstein et al., 2021, Feinstein, 2023). While some cognitive mechanisms – in particular perceptual processes — were found to support vocal learning, others – interestingly, language comprehension — actually inhibited voice learning in children. The aim of this workshop is to discuss and practice cognitive work in pediatric vocal learning.
• Methods / Design
The workshop will include a brief introduction summarizing major cognitive influences in vocal learning followed by hands-on practice with voice exercises that incorporate cognitive work. Practice will focus on voice perception, executive functions, and language comprehension. Together we will explore how the use of inhibition and shifting exercises can help children control their vocal loudness, how perceptual training affects the learning of “resonant voice,” and why less is more when it comes to language use in pediatric vocal learning. In the workshop, participants will engage in practical interactive activities for pediatric vocal learning that can be used in clinic or class.
Handouts with applicable activities practiced in the workshop will be provided to participants.
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