Objective: This literature review examines the potential value of dual-task paradigms, together with other key principles of perceptual-motor learning, may be applicable to voice training. The goal is to determine how these principles may improve long-term skill retention and adaptability in varied performance contexts, addressing limitations of traditional methods.

Methodology: The review analyzes literature on cognitive processes during vocalization (neural networks: ACC, PAG, motor/auditory areas, Heschl's gyrus, superior temporal sulcus) and the cortico-laryngeal motor pathway's role in skill acquisition. Potentially ideal training paradigms for voice training are identified, which may be assessed using standardized tests and vocal analyses. Of particular interest as possible process mechanisms are cognitive resource limitations, competition among cognitive processes, and task interference.

Results: A proposal that emerges from this review is that voice training may be adjusted to account for the foregoing variables of interest, based on neuropsychological principles of minimal variation, maximum gradualness, and self-regulation.

Conclusions: Dual-task training in voice pedagogy and rehabilitation may paradoxically improve vocal skill retention and transfer, enhancing flexibility and adaptability, in the context of other well-established principles of perceptual-motor learning. Specifically, such training may optimize cognitive resources by accelerating the automatization of foundational actions, freeing attention for complex tasks. Further research is warranted to identify optimal training conditions and their impact on cognitive load.