@SteppLab

Stepp Lab for Sensorimotor Rehabilitation Engineering @ Boston University #SpeechScience #VoiceDisorders #Rehab #DiversifyScience

 Boston, MA
linktr.ee/stepplabbu
Joined October 2011
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It's time for BU Giving Day 2025! ♥️ If you're interested in supporting the Stepp Lab this year, the link to donate is in our bio. We greatly appreciate any and all contributions, and we are immensely grateful for all of the support you all give us and our work year-round! ✨
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We can’t wait to have you here!
Micah Hirsch, Ph.D.@MicahEHirsch24 Jul 2024
With my graduation about a week away, I figured it was time to reveal what my plans are after FSU. I’m so excited to announce that I am heading to Boston! I will be joining the @SteppLab at Boston University as a postdoc! I cannot wait!
A photo of Micah standing in front of a brick wall. They are wearing a grey t-shirt with “Boston University” written on the front.

ALT A photo of Micah standing in front of a brick wall. They are wearing a grey t-shirt with “Boston University” written on the front.

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With my graduation about a week away, I figured it was time to reveal what my plans are after FSU. I’m so excited to announce that I am heading to Boston! I will be joining the @SteppLab at Boston University as a postdoc! I cannot wait!
A photo of Micah standing in front of a brick wall. They are wearing a grey t-shirt with “Boston University” written on the front.

ALT A photo of Micah standing in front of a brick wall. They are wearing a grey t-shirt with “Boston University” written on the front.

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If you are interested in joining us (or another awesome BU lab!) as a PhD student next cycle, this is a great way to find out more!
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Participants will be asked to come in for up to 13 in-person visits over the first year of taking testosterone and will be compensated $30/hour. Anyone interested in participating can contact us at [email protected] / 617-358-1395!
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The Stepp Lab is recruiting gender diverse adults (aged 18-50) to take part in a voice research study over their first year of taking testosterone. All individuals seeking testosterone hormone replacement therapy for the first time are encouraged to contact us!
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🌟Meet our @buslhs PhD students 🌟 First up, @dariadragicevic, a student in our @SteppLab is interested in understanding longitudinal speech changes in people with Parkinson’s disease ➡️ sites.bu.edu/stepplab/daria-…
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🌟Meet our @buslhs PhD students 🌟 Kimberly Dahl, a student in our @SteppLab, is researching voice perception, speech motor control, and voice and gender ➡️ sites.bu.edu/stepplab/kimber…
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We also found that how people responded to pitch errors in running speech did not relate to their responses in sustained vowels (“aaaah”). This raises the question: do we truly capture speech motor learning as it occurs in meaningful speech by having people sustain vowels?
Scatterplot showing relationship between pitch responses during an emphasized word in a sentence and during a sustained vowel. The data points are oriented in a cloud with slight clustering toward the upper right quadrant. The p value is .996.

ALT Scatterplot showing relationship between pitch responses during an emphasized word in a sentence and during a sustained vowel. The data points are oriented in a cloud with slight clustering toward the upper right quadrant. The p value is .996.

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We found that speakers responded similarly across these contexts, whether or not a pitch error disrupted the meaning of the sentence
Figure of pitch responses during study conditions. Full description is available in published article on the website of the Journal of Speech, Language, and Hearing Research.

ALT Figure of pitch responses during study conditions. Full description is available in published article on the website of the Journal of Speech, Language, and Hearing Research.

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We tested this by shifting people’s pitch up & down in running speech—making emphasized words sound unemphasized or super-emphasized (& vice versa with unemphasized words)
Graphic with the head of a person with headphones and mic and 3 boxes encircling the lower part of the face. The first box is a speech bubble titled "Speaker says." The person is saying "Dave buys beds" with emphasis on Dave. An arrow connects this to a box titled "Perturbation applied." The perturbation is a 200-cent downward shift in pitch on the first word only. This box is connected by an arrow to another box titled "Speaker hears." The speaker hears "Dave buys beds," but with the first word being neutral instead of emphasized. Underneath these boxes is an arrow pointing from left to right. The left end of the arrow is labeled "Most disruptive to linguistic meaning." The right end is "least disruptive." Above the arros are five boxes in a row. Each box describes a speech task and pitch-shift condition. They are, from left to right: emphasized word, shift down; unemphasized word, shift up; emphasized word, shift up; unemphasized word, shift down; sustained vowel, shift down

ALT Graphic with the head of a person with headphones and mic and 3 boxes encircling the lower part of the face. The first box is a speech bubble titled "Speaker says." The person is saying "Dave buys beds" with emphasis on Dave. An arrow connects this to a box titled "Perturbation applied." The perturbation is a 200-cent downward shift in pitch on the first word only. This box is connected by an arrow to another box titled "Speaker hears." The speaker hears "Dave buys beds," but with the first word being neutral instead of emphasized. Underneath these boxes is an arrow pointing from left to right. The left end of the arrow is labeled "Most disruptive to linguistic meaning." The right end is "least disruptive." Above the arros are five boxes in a row. Each box describes a speech task and pitch-shift condition. They are, from left to right: emphasized word, shift down; unemphasized word, shift up; emphasized word, shift up; unemphasized word, shift down; sustained vowel, shift down

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To understand how people correct pitch errors, we use a technique that lets us change someone’s pitch in near-real time. We often do this as speakers say “aaaah.” But pitch has no meaning in a sustained vowel. Could speakers be more sensitive to pitch errors in meaningful speech?
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New work in @ASHAJournals by @stepplab @buslhs doc candidate Kimberly Dahl, with coauthors M Díaz Cádiz, @jennifermzuk, @guentherlab, & @carastepp, finds that speakers correct pitch errors, even when those errors do not disrupt the meaning of a sentence bit.ly/DahlEtal2024
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#ICYMI @buslhs Professor Cara Stepp has established a connection between hearing impairment and vocal hyperfunction. Read more 👀⬇️ bu.edu/sargent/about-us/our-…
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Read the whole article here: sites.bu.edu/stepplab/files/… Congratulations Rachel!
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These findings suggest a minimizing bias in dysphonia evaluation of Black patients with voice disorders and contribute to the understanding of how a patient’s race may impact their visit with a clinician
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We found that both Black and white speakers were rated as less severely dysphonic when their race was labeled as Black. No significant relationship was found between Harvard IAT scores and differences in severity ratings by race labeling condition
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Thirty SLP students listened to recordings of 20 Black and 20 white speakers of General American English with voice disorders. They rated overall dysphonia severity of each voice heard using a visual analog scale and completed the Harvard IAT to measure their implicit racial bias
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Does implicit racial bias impact auditory-perceptual evaluations of dysphonic voices? We hypothesized speakers would be rated as less severely dysphonic when race was labeled Black, consistent with Black patients' conditions being viewed as less severe in other health care areas
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