Lexical Priming of Function Words and Content Words with Children Who Do, and Do Not, Stutter

Autor/inn/en	Savage, Ceri; Howell, Peter
Titel	Lexical Priming of Function Words and Content Words with Children Who Do, and Do Not, Stutter
Quelle	In: Journal of Communication Disorders, 41 (2008) 6, S.459-484 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2008.01.004
Schlagwörter	Stuttering; Form Classes (Languages); Speech Language Pathology; Linguistic Theory; Phonology; Speech Impairments; Children + Suchen Sie Ihr Suchwort? Stammer; Stottern; Analytischer Sprachbau; Linguistische Theorie; Fonologie; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Child; Kind; Kinder
Abstract	The specific mechanisms that underlie childhood stuttering are not fully understood. The current study investigated these mechanisms by comparing the effect on fluency of priming different components of a short sentence. The main findings were that: (1) both children who stutter (CWS) (n = 12, M age = 6;3) and children who do not stutter (CWNS) (n = 12, M age = 6;6) were more fluent after function word (FW) priming than content word (CW) priming, (2) this effect was significantly greater for CWS than for CWNS, and (3) after FW priming, CWS produced CWs with significantly longer duration than did CWNS. These findings are discussed in relation to two competing theories of stuttering: the covert repair hypothesis (CRH) [Kolk, H., & Postma, A. (1997). Stuttering as a covert repair phenomenon. In R. F. Curlee & G. M. Siegel (Eds.), "Nature and treatments of stuttering: New directions" (pp. 182-203). Needham Heights, MA: Allyn & Bacon] and the developmentally focused model of Howell and Au-Yeung [Howell, P., & Au-Yeung, J. (2002). The EXPLAN theory of fluency control and the diagnosis of stuttering. In E. Fava (Ed.), "Current issues in linguistic theory series: Pathology and therapy of speech disorders" (pp. 75-94). Amsterdam: John Benjamins]. Learning outcomes: After reading this article, the reader will be able to: (1) understand which linguistic levels can be primed in children who stutter; (2) see why EXPLAN predicts asymmetrical effects on fluency when function or content words are primed; (3) appreciate the distinguishing characteristics of CRH and EXPLAN theories. (Contains 6 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10