Graham F. Welch

Jo Saunders2
Susanna Griffin1
2Jo Saunders
1Susanna Griffin
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There is a growing body of neurological, cognitive, and social psychological research to suggest the possibility of positive transfer effects from structured musical engagement. In particular, there is evidence to suggest that engagement in musical activities may impact on social inclusion (sense of self and of being socially integrated). Tackling social(More)
This article reports a pilot study of the potential benefits of a sustained programme of singing activities on the musical behaviours and hearing acuity of young children with hearing impairment (HI). Twenty-nine children (n=12 HI and n=17 NH) aged between 5 and 7 years from an inner-city primary school in London participated, following appropriate ethical(More)
Traditionally, children's speaking and singing behaviors have been regarded as two separate sets of behaviors. Nevertheless, according to the voice-scientific view, all vocal functioning is interconnected due to the fact that we exploit the same voice and the same physiological mechanisms in generating all vocalization. The intention of the study was to(More)
Customarily, speaking and singing have tended to be regarded as two completely separate sets of behaviors in clinical and educational settings. The treatment of speech and voice disorders has focused on the client's speaking ability, as this is perceived to be the main vocal behavior of concern. However, according to a broader voice-science perspective,(More)
The purpose of the present study was to find out if children between 8 and 10 years of age, from Croatia and Finland, are (i) able to identify appropriate voices from non-appropriate voices and (ii) are abusive in their voices. The third (iii) aim was to compare girls' and boys' vocal identity to each other. A structured questionnaire (Bolfan-Stosic, 2000)(More)
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