Singing in Czech: A Guide to Czech Lyric Diction and Vocal Repertoire (review)

Notes ◽  
2002 ◽  
Vol 58 (4) ◽  
pp. 847-848
Author(s):  
Margaret Kennedy-Dygas
Keyword(s):  
Vocal Repertoire ◽  
Lyric Diction

Physalaemus spiniger(Anura: Leiuperinae): A Frog with an Extensive Vocal Repertoire

2013 ◽  
Vol 47 (4) ◽  
pp. 530-538 ◽  
Author(s):  
Thais R. N. Costa ◽  
Luís Felipe Toledo
Keyword(s):  
Vocal Repertoire

scholarly journals Vocal repertoire, individual acoustic distinctiveness, and social networks in a group of captive Asian small-clawed otters (Aonyx cinerea)

2014 ◽  
Vol 95 (1) ◽  
pp. 128-139 ◽  
Author(s):  
Alban Lemasson ◽  
Marie-Ana Mikus ◽  
Catherine Blois-Heulin ◽  
Thierry Lodé
Keyword(s):  
Social Networks ◽  
Vocal Repertoire

A small vocal repertoire during the breeding season expresses complex behavioral motivations and individual signature in the common coot

BMC Zoology ◽  
2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Changjian Fu ◽  
Atul Kathait ◽  
Guangyi Lu ◽  
Xiang Li ◽  
Feng Li ◽  
...  
Keyword(s):  
Fundamental Frequency ◽  
Breeding Season ◽  
Function Analysis ◽  
Vocal Repertoire ◽  
Call Type ◽  
Temporal Parameters ◽  
Fulica Atra ◽  
Individual Signature ◽  
Behavioral Activities ◽  
Types Of Information

Abstract Background Although acoustic communication plays an essential role in the social interactions of Rallidae, our knowledge of how Rallidae encode diverse types of information using simple vocalizations is limited. We recorded and examined the vocalizations of a common coot (Fulica atra) population during the breeding season to test the hypotheses that 1) different call types can be emitted under different behavioral contexts, and 2) variation in the vocal structure of a single call type may be influenced both by behavioral motivations and individual signature. We measured a total of 61 recordings of 30 adults while noting the behavioral activities in which individuals were engaged. We compared several acoustic parameters of the same call type emitted under different behavioral activities to determine how frequency and temporal parameters changed depending on behavioral motivations and individual differences. Results We found that adult common coots had a small vocal repertoire, including 4 types of call, composed of a single syllable that was used during 9 types of behaviors. The 4 calls significantly differed in both frequency and temporal parameters and can be clearly distinguished by discriminant function analysis. Minimum frequency of fundamental frequency (F0min) and duration of syllable (T) contributed the most to acoustic divergence between calls. Call a was the most commonly used (in 8 of the 9 behaviors detected), and maximum frequency of fundamental frequency (F0max) and interval of syllables (TI) contributed the most to variation in call a. Duration of syllable (T) in a single call a can vary with different behavioral motivations after individual vocal signature being controlled. Conclusions These results demonstrate that several call types of a small repertoire, and a single call with function-related changes in the temporal parameter in common coots could potentially indicate various behavioral motivations and individual signature. This study advances our knowledge of how Rallidae use “simple” vocal systems to express diverse motivations and provides new models for future studies on the role of vocalization in avian communication and behavior.

scholarly journals Ultrasound call detection in capybara

2012 ◽  
Vol 32 (7) ◽  
pp. 663-666 ◽  
Author(s):  
Selene S.C. Nogueira ◽  
Kamila S. Barros ◽  
Márcio H. Almeida ◽  
Janine P. Pedroza ◽  
Sérgio L.G. Nogueira Filho ◽  
...  
Keyword(s):  
Animal Species ◽  
Vocal Repertoire ◽  
Additional Tool ◽  
Non Invasive ◽  
Poor State

The vocal repertoire of some animal species has been considered a non-invasive tool to predict distress reactivity. In rats ultrasound emissions were reported as distress indicator. Capybaras[ vocal repertoire was reported recently and seems to have ultrasound calls, but this has not yet been confirmed. Thus, in order to check if a poor state of welfare was linked to ultrasound calls in the capybara vocal repertoire, the aim of this study was to track the presence of ultrasound emissions in 11 animals under three conditions: 1) unrestrained; 2) intermediately restrained, and 3) highly restrained. The ultrasound track identified frequencies in the range of 31.8±3.5 kHz in adults and 33.2±8.5 kHz in juveniles. These ultrasound frequencies occurred only when animals were highly restrained, physically restrained or injured during handling. We concluded that these calls with ultrasound components are related to pain and restraint because they did not occur when animals were free of restraint. Thus we suggest that this vocalization may be used as an additional tool to assess capybaras[ welfare.

scholarly journals SINGING PEDAGOGY AND CONTEMPORARY VOCAL MUSIC: A TROUBLED RELATIONSHIP

2017 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Nicolás Alessandroni ◽  
Camila Beltramone ◽  
Laura Sanguinetti
Keyword(s):  
20Th Century ◽  
Knowledge Construction ◽  
Teaching Method ◽  
Vocal Music ◽  
Vocal Pedagogy ◽  
Vocal Repertoire ◽  
Vocal Technique ◽  
New Model ◽  
Slow Expansion ◽  
A Current

In this paper, we explore the interrelationships between knowledge construction in the field of Vocal Pedagogy and compositional forms of the academic music of the 20th century. We propose that research logics within Vocal Technique contributed to the thinking of the time providing a matrix to consider the vocal instrument from an objectivist position. The importance of the inquiries presented lies on the slow expansion that contemporary vocal music acquired in the last years, and in the absence of a Vocal Technique teaching method that considers the particular characteristics of this repertoire. As a current challenge, we consider necessary to chart a new model in Vocal Technique that favors the interpretation of the vocal repertoire of the 20th Century, and to establish a corpus of knowledge about (i) which are the new required skills and abilities, (ii) how they are produced, and (iii) how they should be taught.

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