Статті в журналах з теми "Disfluence verbale"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Disfluence verbale.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-30 статей у журналах для дослідження на тему "Disfluence verbale".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Engelhardt, Paul E., Mhairi EG McMullon, and Martin Corley. "Individual differences in the production of disfluency: A latent variable analysis of memory ability and verbal intelligence." Quarterly Journal of Experimental Psychology 72, no. 5 (June 5, 2018): 1084–101. http://dx.doi.org/10.1177/1747021818778752.
Анотація:
Recent work has begun to focus on the role that individual differences in executive function and intelligence have on the production of fluent speech. However, isolating the underlying causes of different types of disfluency has been difficult given the speed and complexity of language production. In this study, we focused on the role of memory abilities and verbal intelligence, and we chose a task that relied heavily on memory for successful performance. Given the task demands, we hypothesised that a substantial proportion of disfluencies would be due to memory retrieval problems. We contrasted memory abilities with individual differences in verbal intelligence as previous work highlighted verbal intelligence as an important factor in disfluency production. A total of 78 participants memorised and repeated 40 syntactically complex sentences, which were recorded and coded for disfluencies. Model comparisons were carried out using hierarchical structural equation modelling. Results showed that repetitions were significantly related to verbal intelligence. Unfilled pauses and repairs, in contrast, were marginally ( p < .09) related to memory abilities. The relationship in all cases was negative. Conclusions explore the link between different types of disfluency and particular problems arising in the course of production, and how individual differences inform theoretical debates in language production.
2
Liles, Betty Z., Jay Lerman, Lisa Christensen, and Joy St. Ledger. "A Case Description of Verbal and Signed Disfluencies of a 10-Year-Old Boy Who Is Retarded." Language, Speech, and Hearing Services in Schools 23, no. 2 (April 1992): 107–12. http://dx.doi.org/10.1044/0161-1461.2302.107.
Анотація:
Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed from extensive video samples of spontaneous communication and structured language lessons. The subject had normal hearing with speech and language commensurate to his mental age. The subject was observed to be disfluent in verbal communication and in verbal and manual communication produced simultaneously. Repetitions, prolongations, and blockages were described as predominately synchronous across communicative modes during the use of total communication (i.e., simultaneous verbal and sign). Discussion addresses implications for the accurate characterization of stuttering in manual communication and the appropriate approaches to management.
3
Meyers, Susan C., and Frances J. Freeman. "Interruptions as a Variable in Stuttering and Disfluency." Journal of Speech, Language, and Hearing Research 28, no. 3 (September 1985): 428–35. http://dx.doi.org/10.1044/jshr.2803.435.
Анотація:
Parental verbal behavior is often cited as a major precipitating and maintaining factor in the onset and development of stuttering. Parents are frequently counseled to avoid interrupting their stuttering child. The purpose of the present study was to determine (a) whether mothers of preschool stutterers interrupt children's speech more frequently than mothers of nonstutterers, (b) whether stutterers interrupt the speech of mothers more frequently than nonstutterers, and (c) whether there is relationship between interruptive behavior and the occurrence of children's disfluencies. Twenty-four preschool boys (12 stutterers and 12 nonstutterers) and their mothers participated in the study. Ten-min, conversational speech samples of mothers interacting with their own children, unfamiliar stutterers, and unfamiliar nonstutterers were analyzed. Results indicated that mothers of nonstutterers interrupted the disfluent speech of stutterers significantly more often than did mothers of stutterers. Most importantly, all mothers interrupted children's disfluent speech significantly more than they interrupted children's fluent speech. Further, all children demonstrated a tendency to be disfluent when they interrupted a mother.
4
Pudlinski, Christopher, and Rachel S. Y. Chen. "Destigmatizing disfluency." Journal of Interactional Research in Communication Disorders 14, no. 2 (May 26, 2023): 220–40. http://dx.doi.org/10.1558/jircd.24376.
Анотація:
Background: Typically understood as a symptom of a speech disorder, stuttering is the verbal repetition of sounds, words, or phrases that suspend the progression of a speaker’s turn. Method: Using conversation analysis, over 180 phrasal multisyllabic stutters were found in audio recordings of peer telephone support in the United States. Results: Most phrasal stutters arise from early, within-turn indicators of potential sequential, semantic, or syntactic trouble. Typically produced with quick pacing, the stutters are varied, including the latching of sounds across words, abbreviated words, word blends, and/or unintelligible sounds. Elongated or cut-off sounds often indicate the seeming end of a stutter, with either abandonment or a typically fluent completion of a current turn occurring upon a stutter’s conclusion. Importantly, the other interactant never interrupts or completes the stutter. Discussion/conclusion: These findings contradict prior conversation analytic studies of stutters and describe stuttering as a normalized everyday action, where speakers can successfully navigate disfluency to reach eventual fluency.
5
Park, Yeong Hye, Kyungjae Lee, and Seong Hee Choi. "Effects of Nanta Activities on the Adults Who Stutter with Intellectual Disabilities." Audiology and Speech Research 17, no. 3 (July 31, 2021): 314–21. http://dx.doi.org/10.21848/asr.210009.
Анотація:
Adults who stutter (AWS) may have difficulty in coordination of speech-related muscles movement. Therefore enhancement of coordiantion of speech-related muscles may result in a decrease in disfluency. The current study is a case report of two AWS with intellectual disabilities who received Nanta treatment, non-verbal music therapy technique focusing on coordination of muscles. Two AWS with intellectual disabilities received Nanta treatment for 15 sessions. The Nanta treatment is made up of two goals; body movement to rhythm and speech-related movement to rhythm. Disfluency frequencies for conversation samples were measured pre-treatment, every second treatment, and post-treatment. In addition, a communication test was conducted pre- and post-treatment. Both participants showed a decrease in disfluency frequencies. Moreover there were individualized differences in the changing pattern. However, the participants did not show a positive change in communication attitude. The Nanta treatment may have been effective in reducing disfluency frequencies for the participants of the current study, especially because the treatment was based on non-verbal techniques. These results emphasize that stuttering treatment should be individualized according to the client's characteristics.
6
Arongna, Naomi Sakai, Keiichi Yasu, and Koichi Mori. "Disfluencies and Strategies Used by People Who Stutter During a Working Memory Task." Journal of Speech, Language, and Hearing Research 63, no. 3 (March 23, 2020): 688–701. http://dx.doi.org/10.1044/2019_jslhr-19-00393.
Анотація:
Purpose Working memory (WM) deficits are implicated in various communication disorders, including stuttering. The reading span test (RST) measures WM capacity with the dual task of reading sentences aloud and remembering target words. This study demonstrates a difference in strategy between people who stutter (PWS) and people who do not stutter (PWNS) in performing the RST. The impact of the effective strategy and the stuttering-like disfluencies during the RST were investigated. Method Twenty-six PWS and 24 people who do not stutter performed the RST and a simple reading aloud task. After the RST, they were asked which strategy (“imagery” or “rehearsal”) they had used in order to remember the target words during the task. Results The proportion of those who used an “imagery” strategy during the RST was significantly smaller in the PWS group. However, the RST scores of those who used an “imagery” strategy were significantly higher than the RST scores of those who used a “rehearsal” strategy in both groups. The “rehearsal” users were asked to undertake one more RST with an “imagery” strategy, which resulted in an increased score for both groups. The disfluency frequency of the PWS group was significantly reduced during the RST than during the oral reading task, irrespective of the employed strategy. Conclusions PWS tended to use the less effective verbal “rehearsal” strategy during the RST. The differential effects of switching strategies on the measured WM capacity and on the disfluency rate suggest that the enhanced fluency during the RST would be mostly attributable to the reduced attention to speech motor control. Therefore, the use of the “imagery” strategy and focusing on the contents of communication, away from speech motor control, should help PWS communicate better in daily conversation.
7
Plexico, Laura W., Julie E. Cleary, Ashlynn McAlpine, and Allison M. Plumb. "Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report." Perspectives on Fluency and Fluency Disorders 20, no. 2 (August 2010): 42–50. http://dx.doi.org/10.1044/ffd20.2.42.
Анотація:
This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).
8
Braun, Angelika, Nathalie Elsässer, and Lea Willems. "Disfluencies Revisited—Are They Speaker-Specific?" Languages 8, no. 3 (June 26, 2023): 155. http://dx.doi.org/10.3390/languages8030155.
Анотація:
The forensic application of phonetics relies on individuality in speech. In the forensic domain, individual patterns of verbal and paraverbal behavior are of interest which are readily available, measurable, consistent, and robust to disguise and to telephone transmission. This contribution is written from the perspective of the forensic phonetic practitioner and seeks to establish a more comprehensive concept of disfluency than previous studies have. A taxonomy of possible variables forming part of what can be termed disfluency behavior is outlined. It includes the “classical” fillers, but extends well beyond these, covering, among others, additional types of fillers as well as prolongations, but also the way in which fillers are combined with pauses. In the empirical section, the materials collected for an earlier study are re-examined and subjected to two different statistical procedures in an attempt to approach the issue of individuality. Recordings consist of several minutes of spontaneous speech by eight speakers on three different occasions. Beyond the established set of hesitation markers, additional aspects of disfluency behavior which fulfill the criteria outlined above are included in the analysis. The proportion of various types of disfluency markers is determined. Both statistical approaches suggest that these speakers can be distinguished at a level far above chance using the disfluency data. At the same time, the results show that it is difficult to pin down a single measure which characterizes the disfluency behavior of an individual speaker. The forensic implications of these findings are discussed.
9
Leonteva, A. V., O. V. Agafonova, and A. A. Petrov. "DOES TIME MATTER? A MULTIMODAL ANALYSIS OF SI FROM L2 TO L1." Voprosy Kognitivnoy Lingvistiki, no. 3 (2023): 40–46. http://dx.doi.org/10.20916/1812-3228-2023-3-40-46.
Анотація:
Simultaneous interpreting is regarded as one of the most difficult and stressful types of activity. Simultaneous interpreters work in a severe time deficit and have to absorb much information per unit of time, which means that different cognitive processes (e.g., memory, attention, thinking, perception) are engaged concurrently. This leads to a severe cognitive load, which is sometimes compared with that of pilots. In the current study we investigate how the increase in cognitive load, which happens throughout time, affects interpreters’ performance. This surge, we expect, will be observed on two language levels: verbal and nonverbal (gestural). The analysis is based on 10 videos of simultaneous interpreting of a lecture about biodiversity from English (L2) into Russian (L1), approximately 10 minutes each. The results of the study show an increase in speech disfluencies on the verbal level and distribution of various gesture functions on the nonverbal level. In particular, verbal disfluencies are exteriorized in fillers, draggings and truncations, and their number increases during the interpreting. Along with disfluencies we observed the rise of the co-speech gestures, e.g., adapters and pragmatic gestures, that help maintain control over the process of simultaneous interpreting, structure the output and reduce the cognitive load and stress experienced by participants while performing the task.
10
Jutras, Benoît, Benoît Jutras, Josée Lagacé, Annik Lavigne, Andrée Boissonneault, and Charlen Lavoie. "Auditory processing disorders, verbal disfluency, and learning difficulties: A case study." International Journal of Audiology 46, no. 1 (January 2007): 31–38. http://dx.doi.org/10.1080/14992020601083321.
11
Balažinec, Marijana, Ljiljana Širić, Lana Maljković, and Katarina Marijan. "Acquired non-specific stuttering in Parkinson’s disease." Logopedija 12, no. 1 (July 10, 2022): 29–34. http://dx.doi.org/10.31299/log.12.1.4.
Анотація:
Parkinson’s disease (PD) is a progressive neurodegenerative disease predominantly characterized by tremor, bradykinesia, and rigor. In addition to motor and non-motor manifestations of Parkinson’s disease, there are a number of symptoms, including speech disorders and other cognitive impairments. The most common speech symptoms are bradylalia, dysarthria, hypophonia and impaired prosody. Cognitive changes that occur in the prodromal phase of PD include impairment in executive functions and working memory, followed by impairment in attention and verbal fluency, and that is before the motor characteristics of PD become visible. The aim of the study is to present the case of a 74-year-old patient with Parkinson’s disease who has speech and language difficulties and atypical speech disfluency. Diagnostic processing was performed using a clinical battery of tests for speech – language assessment and neuropsychological assessment. The results of the speech – language assessment indicate significantly reduced intelligence due to non-specific speech disfluency and inaccurate articulation, difficulty in organizing spontaneous expression and understanding grammatical structures, impaired phonemic verbal fluency and difficulties in receptive vocabulary. Neuropsychological processing indicated diffuse deterioration of the examined cognitive functioning to be larger than expected when taking ito consideration the age and probably good premorbid abilities of this person.
12
Zhang, Guanyu, Jinghong Ma, Piu Chan, and Zheng Ye. "Graph Theoretical Analysis of Semantic Fluency in Patients with Parkinson’s Disease." Behavioural Neurology 2022 (April 23, 2022): 1–7. http://dx.doi.org/10.1155/2022/6935263.
Анотація:
Semantic fluency is the ability to name items from a given category within a limited time, which relies on semantic memory, working memory, and executive function. Semantic disfluency is a common problem in Parkinson’s disease (PD) and Alzheimer’s disease (AD). We demonstrated a graph theoretical analysis of semantic fluency in patients with PD ( N = 86 ), patients with AD ( N = 40 ), and healthy controls (HC, N = 88 ). All participants completed a standard animal fluency test. Their verbal responses were recorded, transcripted, and transformed into directed speech graphs. Patients with PD generated fewer correct words than HC and more correct words than patients with AD. Patients with PD showed higher density, shorter diameter, and shorter average shortest path length than HC, but lower density, longer diameter, and longer average shortest path length than patients with AD. It suggests that patients with PD produced relatively smaller and denser speech graphs. Moreover, in PD, the densities of speech graphs correlated with the severity of non-motor symptoms, but not the severity of motor symptoms. The graph theoretical analysis revealed new features of semantic disfluency in patients with PD.
13
Ухоботова, Софья Вячеславовна. "Multimodal Patterns of Speech Disfluencies Compensators (Based on Student Dialogic Discourse)." Tomsk state pedagogical university bulletin, no. 1(225) (January 30, 2023): 9–18. http://dx.doi.org/10.23951/1609-624x-2023-1-9-18.
Анотація:
Речь, являясь многоаспектным явлением, не теряет своей актуальности в лингвистических исследованиях. Известно, что вербальная коммуникация появилась эволюционно позднее невербальной формы, тем не менее мультимодальный подход к моделированию языкового общения на базе спонтанного диалога только начинает развиваться в отечественной лингвистике. Целью статьи являются предоставление данных о соотношении вербального и невербального компонентов в моменты затруднений развертывания устного спонтанного дискурса между двумя коммуникантами и их последующая систематизация в виде основных мультимодальных паттернов. Материалом исследования послужили 16 видеофрагментов спонтанных диалогов носителей русского языка, общий хронометраж которых составил 90 минут. Анализируемый видеоматериал относится к студенческому спонтанному диалогическому дискурсу. Темы диалогических выступлений условно можно разделить на два блока – общение друзей/коллег и общение между клиентом и обслуживающим персоналом. Каждый видеофрагмент проаннотирован в программе ELAN v. 6.2. Представленные результаты основаны на общелингвистических описательном и сравнительно-сопоставительном методах, а также методе анализа когнитивного события. При описании когнитивного события и приведении статистических данных представлены основные мультимодальные паттерны, характеризующиеся наиболее частотными видами речевых сбоев и воспроизводимым набором невербальной реакции на их образование. Настоящее исследование строится на идее жестовой воспроизводимости. В результате анализа выявлены основные типы речевых сбоев, разделенных на пять блоков. Каждый из блоков сопровождают основные повторяющиеся мультимодальные паттерны, реализуемые в разных каналах, – мануальный, окуломоторный и целографический. Количество речевых сбоев, регистрируемых на внешнем уровне, прямо зависит от темы и не всегда от уровня компетенции говорящих, так как все диалоги являются импровизацией студентов, имеющих пресуппозиции относительно развертывания дискурса в зависимости от заданной роли. Речевые сбои и принципы их компенсации в разных мультимодальных каналах зависят как от внутренних (когнитивных), так и от внешних факторов (перекрестная речь, перебивания), которые представляют взаимопроникающую неделимую систему. Speech as a multidimensional phenomenon still remains relevant in linguistics studies. It is known that verbal communication evolved later than non-verbal one, however, a multimodal approach to language communication modeling based on spontaneous dialogues is only gaining momentum in Russian linguistics studies. The aim of the article is to provide data on principles of verbal and non-verbal correlation at times of difficulty during the development of spoken discourse between two speakers, as well as to systematize them in the most frequent multimodal patterns. The material of the article is 16 video clips of spontaneous dialogues of Russian native speakers, the total timing is 1.5 hours. The annotated video materials are students’ spontaneous dialogic discourse. The topics of dialogues can be divided into two groups – communication between friends/colleagues and communication between the client and service staff. Each video clip is annotated in ELAN v.6.2. The presented results are based on general linguistic methods of description and comparison, as well as a method of analyzing a cognitive event. Analyzing cognitive events and providing statistics on the subject, we describe the main multimodal patterns, which have been classified by the frequent nature of some speech disfluencies and non-verbal response to them. Our study is based on the gestural repetition concept. As a result, the most common speech disfluencies have been identified and divided into five large blocks. Each of the blocks is accompanied by the main multimodal patterns, implemented in different channels – manual channel, gaze channel and cephalic channel. The number of speech disfluencies recorded at the external level directly depends on the topic and not always on the level of competence of the speakers, since all dialogues are improvised by students who only have presuppositions regarding the deployment of discourse depending on the given role. Speech disfluencies and the principles of their compensation in different multimodal channels depend on both internal (cognitive) and external factors (overlapping and interruptions), which represent an interpenetrating indivisible system.
14
Meyers, Susan C. "Verbal Behaviors of Preschool Stutterers and Conversational Partners." Journal of Speech and Hearing Disorders 55, no. 4 (November 1990): 706–12. http://dx.doi.org/10.1044/jshd.5504.706.
Анотація:
Standard counseling practices with the families of young stutterers include recommendations that listeners' negative verbal behaviors be modified in order to reduce the likelihood of stuttering. This study tested the hypothesis that stuttering and normal disfluencies in preschool stutterers are related to selected verbal behaviors in conversational partners. Twelve 2- to 6-year-old stutterers were video recorded while playing with their mother, father, and a familiar peer. The resulting videotapes were transcribed and two types of social communicative analyses (total number of words and utterances, verbal intent of the speaker) were undertaken. Results suggested that fathers used more words and utterances than mothers and peers. Parents provided more positive interactions with their stutterer offspring than did peers. Parents also asked significantly more negative and routine questions when talking to their stuttering child. Peer playmates were significantly more negative and generally commented more frequently when interacting with stutterers than did the parents. Stutterers were involved in significantly more positive interactions with their fathers. The frequency of fluency failures did not differ significantly when stutterers communicated with their mother, father, or peer partners. Implications regarding verbal styles of partners in relationship to the stuttering of preschool children are discussed.
15
Katz-Berstein, N. "Psychological, emotional, and verbal aspects of speech disfluency: A multidimensional method of treating stuttering and cluttering children." Journal of Fluency Disorders 19, no. 3 (September 1994): 185. http://dx.doi.org/10.1016/0094-730x(94)90125-2.
16
Dehé, Nicole, and Anne Wichmann. "The multifunctionality of epistemic parentheticals in discourse." Functions of Language 17, no. 1 (June 30, 2010): 1–28. http://dx.doi.org/10.1075/fol.17.1.01deh.
Анотація:
The aim of this study is to identify the relation between the interpretation of epistemic parentheticals in discourse and their prosodic realisation. Data drawn from a corpus of British English speech suggests that epistemic parentheticals (comment clauses such as I think, I believe) convey a spectrum of meaning from propositional to interpersonal. They have long been categorised simply as sentence adverbials with a meaning that relates to the truth value of the proposition. However, a study of their prosodic realisation suggests that they occupy a transitional place in the process of semantic change. They can express a wide range of meanings from propositional (sentential) meaning, through discourse meaning to the status of verbal filler. The analysis draws on theories of discourse, historical change and prosody. It makes an important contribution to the understanding of how prosody conveys apparently subtle shades of meaning that are nonetheless crucial for utterance interpretation, including degrees of speaker certainty, the identification of disfluency and the expression of politeness.
17
Hwang, Si Hyeon, Soo Bok Lee, Youngmee Lee, and Hyun Sub Sim. "Longitudinal Study of Child-Parent Verbal Interaction Characteristics of Preschool Children Who Do and Who Do Not Stutter: Mothers’ Articulation rate and Naturalness in Relation to Children’s Disfluencies and Articulation rate." Communication Sciences & Disorders 27, no. 2 (June 30, 2022): 404–20. http://dx.doi.org/10.12963/csd.21868.
Анотація:
Objectives: The purpose of this study was to investigate longitudinal changes in articulation rates of children who stutter (CWS) and children who do not stutter (CWNS) and their mother’s speaking behavior.Methods: Participants were 12 mother-child dyads, including 6 CWS (4 females and 2 male) and age-matched 6 CWNS (3 females and 3 male). Spontaneous conversational speech samples were collected at initial visit and at subsequent visit about 12 months later. The speech samples were analyzed for children’s abnormal disfluency (AD) and articulation rate as well as the mother’s articulation rate and speech naturalness.Results: No significant differences were found between the two groups in children’s articulation rate at each time interval. However, mothers of CWS exhibited significantly lower articulation rates and speech naturalness than mothers of CWNS. In the CWS group, at initial visit and 12 months later, a positive correlation was found between the mother’s articulation rate and their speech naturalness. In the CWNS group, at 12 months later, significant positive correlation was found between children’s articulation rate and mother’s articulation rate.Conclusion: The results reveal an interactive and complex relationship between mother’s speech behavior and children’s stuttering. For CWS, mothers’ verbal interaction style would be changed as a reaction to their child’s stuttering in the same way that mothers’ verbal interaction style would influence their child’s fluency.
18
Keyhani, Fahime, Akbar Darouie, Morteza Farazi, Samane Hosseinzadeh, and Mohammad Keyhani. "Investigation of Dual Task Effect on the Severity of Stuttering in School-Age Children." Journal of Rehabilitation 23, no. 2 (July 1, 2022): 256–71. http://dx.doi.org/10.32598/rj.23.2.3346.1.
Анотація:
Objective Stuttering is a speech disorder that occurs with frequent and abnormal disruptions in speech, such as sound repetition, sound prolongation, and sound or airflow blockage. Despite the many theories, the cause of stuttering has not been entirely determined, and various factors have been proposed for its etiology. According to the vicious circle hypothesis, increased speech disfluency results from hypervigilance to speech. This study aimed to measure the effect of reduced attention on speech through verbal and non-verbal dual tasks among school children with stuttering. Furthermore, the effect of dual tasks on the severity of stuttering was investigated among them. Materials & Methods In this cross-sectional study, the participants included 39 children (5 girls, 12.8%) and (34 boys, 87.2%) aged 8-12 years (10.25±1.35) with developmental stuttering selected via convenience sampling from primary schools in districts four and eight and speech therapy clinics in Tehran, Iran. Dual tasks were designed using the Visual Basic program. During the study, four speech samples were recorded for each participant. The second and third samples were designed as a dual task (addition of verbal or non-verbal tasks), while the first and fourth samples were designed as a single task. The participant’s severity of stuttering in each sample was calculated based on the number of stuttered syllables (SS%), and data were analyzed by SPSS 20 software. Given the non-normal distribution of data, the generalized linear model with the Generalized Estimating Equation (GEE) and Bonferroni test were used to determine the difference in stuttering severity among speech samples. Results The GEE results showed that the severity of stuttering was different among the four speech samples (P=0.015). The lowest and highest mean stuttering severity among the 39 participants pertained to the non-verbal dual task (14.85) and the single initial task (17.11), respectively. A pairwise comparison of stuttering severity showed that the mean severity in the final single task was significantly lower than in the single initial task (P<0.05). However, mean stuttering severity was not significantly different between verbal and non-verbal tasks (P>0.05). Conclusion The findings showed that stuttering severity reduces when children with stuttering perform dual tasks. In other words, focusing children’s attention on verbal and non-verbal tasks while talking reduced their dysfluency.
19
Sowińska, Agnieszka. "Verbal and nonverbal communication of agency in illness narratives of patients suffering from medically unexplained symptoms (MUS)." Communication and Medicine 15, no. 1 (July 3, 2019): 77–89. http://dx.doi.org/10.1558/cam.32305.
Анотація:
The objective of the study is to explore how patients presenting medically unexplained symptoms (MUS) - that is, symptoms that do not have an obvious underlying diagnosis - communicate agency. It is assumed that agency can be exercised verbally through narrative structure and content as well as nonverbally through patients' behaviours, in particular their gestures. This, in turn, points to the ways patients conceptualize their identities and selves. Pauses and disfluencies in the patients' accounts as well as an imprecise use of gestures can indicate a cognitive or conceptual conflict and uncertainty related to MUS. This paper reports on preliminary findings obtained from the analysis of 20 video-filmed interviews with Polish patients with MUS, and presents two case studies of patients who, despite fairly similar medical test results, deliver different illness narratives: (1) a narrative indicative of low agency and characterized by fragmentation, vagueness, repetitiveness and redundancy of content, dispreference markers and the imprecise use of gestures; and (2) a narrative reflecting high agency, characterized by specificity, coherence and the precise use of gestures.
20
Zhao, Huan, Xiaoxiao Zhou, and Yufeng Xiao. "Recognising continuous emotions in dialogues based on DISfluencies and non-verbal vocalisation features for a safer network environment." International Journal of Computational Science and Engineering 19, no. 2 (2019): 169. http://dx.doi.org/10.1504/ijcse.2019.10021977.
21
Zhao, Huan, Xiaoxiao Zhou, and Yufeng Xiao. "Recognising continuous emotions in dialogues based on DISfluencies and non-verbal vocalisation features for a safer network environment." International Journal of Computational Science and Engineering 19, no. 2 (2019): 169. http://dx.doi.org/10.1504/ijcse.2019.100237.
22
Ambrose, Nicoline Grinager, and Ehud Yairi. "The Tudor Study." American Journal of Speech-Language Pathology 11, no. 2 (May 2002): 190–203. http://dx.doi.org/10.1044/1058-0360(2002/018).
Анотація:
Recent exposure of an experiment (the Tudor Study) conducted in 1939 at the University of Iowa with the aim of studying the effect of verbal labeling on the frequency of disfluency in children who stutter and in normally fluent children has raised strong reactions both from the general public and the scientific community. Allegedly, the investigator and her mentor, a past leader in the field of speech pathology, were successful in their attempts to induce stuttering in normally speaking children; hence, serious accusations of breech of ethics in science have been made. The potential clinical implications of such conclusions for the treatment of early childhood stuttering are far reaching and negate recent developments that employ direct therapies with preschool children who show signs of stuttering. The purpose of this article is to re-examine the data reported in the Tudor Study and its ethical ramifications. We conclude that none of the experimental questions posed by Tudor and Johnson received empirical support. A broad range of relevant ethical issues is discussed.
23
Merçon, Suzana Maria de Amarante, and Katia Nemr. "Gagueira e disfluência comum na infância: análise das manifestações clínicas nos seus aspectos qualitativos e quantitativos." Revista CEFAC 9, no. 2 (June 2007): 174–79. http://dx.doi.org/10.1590/s1516-18462007000200005.
Анотація:
OBJETIVO: analisar em seus aspectos qualitativos e quantitativos as manifestações clínicas da gagueira e da disfluência comum na faixa etária de dois a seis anos. MÉTODOS: revisão de Literatura Sistemática a partir de livros e artigos científicos de Fonoaudiologia indexados no LILACS e no MEDLINE de 1993 a 2005. RESULTADOS: as diferenças qualitativas mais importantes são: o tipo de unidade lingüística na qual as disfluências ocorrem, tipologias de disfluências, presença ou ausência de esforço físico durante a fala e possíveis dificuldades na linguagem. Pré-escolares com gagueira freqüentemente apresentam dificuldades em competências metalinguísticas, especialmente com as metafonológicas, sendo que mais estudos sobre este aspecto são necessários. A freqüência de sílabas disfluentes e a taxa de elocução verbal estão entre os parâmetros quantitativos significativos. CONCLUSÃO: diferenças na fala e na linguagem parecem ser fatores importantes para distinguir gagueira de disfluências comuns infantis.
24
Lenglet, Cédric, and Christine Michaux. "The impact of simultaneous-interpreting prosody on comprehension." Interpreting. International Journal of Research and Practice in Interpreting 22, no. 1 (April 10, 2020): 1–34. http://dx.doi.org/10.1075/intp.00032.len.
Анотація:
Abstract Does the particular prosody of simultaneous interpreting have an impact on comprehensibility? This paper presents an experiment that sought to answer this question. Two groups of listeners (47 with relevant contextual knowledge about the subject-matter of the speech and 40 with less contextual knowledge) listened to the interpretation into French of a 20-minute lecture in German under two conditions (the actual interpretation and a read-aloud rendition of the transcript of the interpretation by the same interpreter) and answered comprehension questions. The prosodic features of the two conditions were analysed, and differences regarding the temporal organisation of speech, disfluencies, pitch register and the interface between prosody and syntax emerged. Simultaneous interpreting was found to be more monotonous, to contain a larger number of short and long silent pauses, more hesitations (“euh”) and more non-syntactic pauses as well as to have a more irregular speech rate. The read-aloud version was livelier, with more medium-length silent pauses and almost no hesitation. Results of the comprehension questionnaire do not demonstrate that interpreting-specific prosodic features affect comprehensibility to a significant extent. This is consistent with professional norms of interpreting in specialised conferences, where verbal aspects have priority over non-verbal ones.
25
Gill, Cindy, Laura Green, Sneha Bharadwaj, Tamby Allman, and Jyutika Mehta. "Identification of Word Retrieval Difficulties in the Normally Aging Population." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 654–64. http://dx.doi.org/10.1044/2021_persp-20-00192.
Анотація:
Purpose This study examined variations in performance on different verbal tasks completed by typically aging, non-neurologically impaired adults who self-identified as either having or not having word retrieval difficulties that frequently affected their lifestyle. Method Fifty-seven adults aged 54–71 years, who were recruited based on case history responses that indicated the presence or absence of word retrieval difficulties, completed two standardized, norm-referenced language tests, two naming tasks, and three verbal fluency measures. Results Although scores on standardized language tests fell within normal limits for all of the participants, significant differences between those with and those without self-reported word retrieval difficulties were found on the Expressive Vocabulary Test–Second Edition as well as on tasks of naming members of categories and producing procedural narratives. A significantly greater percentage of disfluencies in procedural narratives were found in the group that reported word retrieval difficulties. This fluency indicator was the only factor that was predictive of word retrieval difficulties. Conclusions Many studies have examined the differences in word retrieval in older versus younger populations or in persons with aphasia versus persons without aphasia, but they have not offered definitive pictures of the differences between those with and those without word retrieval difficulties in the normally aging population who have otherwise normal language. This study identified three tasks that appear to be sensitive to the word-finding difficulties experienced by some adults.
26
Abdulaal, Mohammad Awad Al-Dawoody, and Naglaa Fathy Mohammad Atia Abuslema. "Spontaneity of Speech Errors: A Diagnostic Psycholinguistic Case Study." International Journal of English Linguistics 10, no. 3 (March 17, 2020): 92. http://dx.doi.org/10.5539/ijel.v10n3p92.
Анотація:
The aim of this study is to use speech errors as a verbal means of communication to clarify the psychological aspects of George W. Bush’s character. Bush’s character is chosen for being highly controversial, having received the lowest approval rating in 2008 and the highest approval rating after the September 11 attacks. To achieve the aim of this study, a psycholinguistic approach is adopted in addition to a speech production model set by Dell (1999), and Chang and Griffin (1999). Some of Bush’s spontaneous errors are supposed to be collected, and then categorized from a psycholinguistic perspective and finally analyzed statistically. The main results of the study can be summed in the following points. (a) The phonological and morphological errors, caused by the psychological priming, reveal how much perplexity and confusion Bush has experienced. (b) Bush’s Freudian slips—caused by psycho-physiological factors, such as fatigue, excitement, and distraction—reveal the fact that he is not an open outright president as he represses many thoughts and feelings more than he shows. (c) Bush’s syntactic errors, caused by the improper lexical insertion, reveal his poor linguistic competence; the matter that reveals low intelligence for many psychologists such as Pishghadam and Shams (2012). (d) The economical use of speech disfluencies, caused by problems in the recognition system, reveals that Bush has a tendency of rashness. That is, he may take rapid incorrect decisions that lead to catastrophes.
27
Beechey, Timothy, Jörg M. Buchholz, and Gitte Keidser. "Eliciting Naturalistic Conversations: A Method for Assessing Communication Ability, Subjective Experience, and the Impacts of Noise and Hearing Impairment." Journal of Speech, Language, and Hearing Research 62, no. 2 (February 26, 2019): 470–84. http://dx.doi.org/10.1044/2018_jslhr-h-18-0107.
Анотація:
Purpose The purpose of this study was to introduce a method of eliciting conversational behavior with many aspects of realism, which may be used to study the impacts of hearing impairment and noise on verbal communication; to describe the characteristics of speech and language participants produced during the task; and to assess participants' engagement and motivation while completing the task. Method Twenty young adults with normal hearing and 20 older adults with hearing impairment took part in face-to-face conversations while completing a referential communication puzzle task designed to elicit natural conversational speech production and language with a number of realistic characteristics. Participants rated the difficulty and relevance of acoustic scenes for communication and their engagement in conversations. Results The communication task elicited speech production in a natural conversational register and language with many realistic characteristics, including complex linguistic constructions and typical disfluencies found in everyday speech, and approximately balanced contributions within dyads. Subjective ratings suggest that the task is robust to learning and fatigue effects and that participants remained highly engaged throughout the experiment. All participants were able to maintain successful communication regardless of background noise level and degree of hearing impairment. Conclusions The communication task described here may be used as part of a functional assessment of the ability to communicate in the presence of noise and hearing impairment. Although existing speech assessments have many strengths, they do not take into account the inherently interactive nature of spoken communication or the effects of motivation and engagement.
28
An, Ke, Peng Guo, Haoqiang Zhang, Wenwen Zhu, Wuyou Cao, Jijing Shi, and Shaohua Wang. "Decreased plasma level of lipoprotein lipase predicted verbal disfluency in Chinese type 2 diabetes mellitus patients with early cognitive deficits." Current Alzheimer Research 18 (September 22, 2021). http://dx.doi.org/10.2174/1567205018666210922105850.
Анотація:
Background : Lipoprotein lipase (LPL) is the rate-limiting enzyme of catalyzing the hydrolysis of triglycerides and contributes to amyloid-β formation which shows promise as a pathological factor of cognitive decline in type 2 diabetes mellitus (T2DM). This study aimed to investigate the pathogenetic roles of LPL and rs328 polymorphism in mild cognitive impairment (MCI) in patients with T2DM. Methods: Chinese patients with T2DM were recruited and divided into two groups based on Montreal Cognitive Assessment score. Demographic data were collected, LPL was measured and neuropsychological test results were examined. Results: Seventy-nine patients with diabetes and MCI had significantly decreased plasma LPL levels (p = 0.007) when compared with health-cognition controls (n = 91). Correlation analysis revealed that LPL was positively correlated with clock drawing test (r = 0.158, p = 0.043) and logical memory test (r = 0.162, p = 0.037), while lipoprotein a (r = -0.214, p = 0.006) was inversely associated with LPL. Logistic regression analysis further demonstrated that LPL concentration was an independent factor for diabetic MCI (p = 0.036). No significant differences were observed in the distributions of rs328 variants between patients with MCI and the controls. Moreover, no remarkable association was found among plasma LPL levels, cognitive performances, and lipid levels between the genotypic subgroups. The trail making tests A was increased in the GC group when compared with the CC genotype in the control group. Conclusion: Decreased plasma level of LPL could probably predict early cognitive deficits, especially verbal disfluency.
29
Delgaram-Nejad, Oliver, Gerasimos Chatzidamianos, Dawn Archer, and Samuel Larner. "What is linguistic creativity in schizophrenia?" Journal of Interactional Research in Communication Disorders 11, no. 2 (November 20, 2021). http://dx.doi.org/10.1558/jircd.19727.
Анотація:
Background: In an experiment in which clinicians were asked to identify formal thought disorder (FTD) in schizophrenia based on writing samples, the mania and creative writing samples received more FTD diagnoses than the FTD samples. We conducted a systematic review to see whether figuration, associated with both schizophrenia and creative uses of language, could contextualize these findings. Methods: This was a systematic review only (PROSPERO ID:116255). We searched AMED, Child Development and Adolescent Studies, CINAHL, MEDLINE, PsycARTICLES, and PsycINFO. Results. Many studies used figuration tasks to test creativity and vice versa, and key factors affecting figurative language output and processing were positive and negative symptom ratios, IQ, and schizophrenia subtype. Discussion/conclusion: Our review suggests that the clinicians in the experiment mentioned above perceived FTD as characterized by linguistic markers of verbal and figural creativity that are impacted by FTD itself. FTD is more likely characterized by expressional disfluencies in specific contexts.
30
Patel, Sona, Caryn Grabowski, Vikram Dayalu, and Anthony J. Testa. "Speech error rates after a sports-related concussion." Frontiers in Psychology 14 (March 7, 2023). http://dx.doi.org/10.3389/fpsyg.2023.1135441.
Анотація:
BackgroundAlterations in speech have long been identified as indicators of various neurologic conditions including traumatic brain injury, neurodegenerative diseases, and stroke. The extent to which speech errors occur in milder brain injuries, such as sports-related concussions, is unknown. The present study examined speech error rates in student athletes after a sports-related concussion compared to pre-injury speech performance in order to determine the presence and relevant characteristics of changes in speech production in this less easily detected neurologic condition.MethodsA within-subjects pre/post-injury design was used. A total of 359 Division I student athletes participated in pre-season baseline speech testing. Of these, 27 athletes (18–22 years) who sustained a concussion also participated in speech testing in the days immediately following diagnosis of concussion. Picture description tasks were utilized to prompt connected speech samples. These samples were recorded and then transcribed for identification of errors and disfluencies. These were coded by two trained raters using a 6-category system that included 14 types of error metrics.ResultsRepeated measures analysis of variance was used to compare the difference in error rates at baseline and post-concussion. Results revealed significant increases in the speech error categories of pauses and time fillers (interjections/fillers). Additionally, regression analysis showed that a different pattern of errors and disfluencies occur after a sports-related concussion (primarily time fillers) compared to pre-injury (primarily pauses).ConclusionResults demonstrate that speech error rates increase following even mild head injuries, in particular, sports-related concussion. Furthermore, the speech error patterns driving this increase in speech errors, rate of pauses and interjections, are distinct features of this neurological injury, which is in contrast with more severe injuries that are marked by articulation errors and an overall reduction in verbal output. Future studies should consider speech as a diagnostic tool for concussion.