Investigating Speech Motor Practice and Learning in People Who Stutter

Autor/inn/en	Namasivayam, Aravind Kumar; van Lieshout, Pascal
Titel	Investigating Speech Motor Practice and Learning in People Who Stutter
Quelle	In: Journal of Fluency Disorders, 33 (2008) 1, S.32-51 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-730X
DOI	10.1016/j.jfludis.2007.11.005
Schlagwörter	Educational Objectives; Psychomotor Skills; Stuttering; Articulation Impairments + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Psychomotorische Aktivität; Stammer; Stottern; Artikulationsstörung
Abstract	In this exploratory study, we investigated whether or not people who stutter (PWS) show motor practice and learning changes similar to those of people who do not stutter (PNS). To this end, five PWS and five PNS repeated a set of non-words at two different rates (normal and fast) across three test sessions (T1, T2 on the same day and T3 on a separate day, at least 1 week apart). The results indicated that PWS and PNS may resemble each other on a number of performance variables (such as movement amplitude and duration), but they differ in terms of practice and learning on variables that relate to movement stability and strength of coordination patterns. These findings are interpreted in support of recent claims about speech motor skill limitations in PWS. Educational objectives: The reader will be able to: (1) define oral articulatory changes associated with motor practice and learning and their measurement; (2) summarize findings from previous studies examining motor practice and learning in PWS; and (3) discuss hypotheses that could account for the present findings that suggest PWS and PNS differ in their speech motor learning abilities. (Contains 4 figures and 3 tables.) (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10