Voice-onset time as a clue to the nature of Broca speech errors

Blumstein, Cooper, Goodglass, Statlender, and Gottleib (Brain and Language, 9, 153–170 (1980)) attempt to determine by an examination of the VOTs of aphasic speakers whether Broca's aphasics make phonemic substitutions in addition to their well-known phonetic errors. There are a number of problems with this study, mostly due to an apparent failure to fully appreciate the fact that VOT is a cover term for several acoustic features. It is suggested that VOT measurement in any given position in a word cannot solve this problem and that future studies should include glottographic observations as well as VOT measurements made in all positions in the word.     

An individualistic approach to the evaluation and remediation of stuttering

A decision model is presented to facilitate the evaluation of stuttering behavior. This model calls for the evaluation to be conducted along a continuum with specified initiation and termination points. Following the evaluation, the information is formulated into an organized remediation procedure leading to fluent productions in the individual. This approach allows evaluation and remediation to be individualized to meet the needs and capabilities of each stutterer while allowing the professional the flexibility to choose remediation materials on the basis of objective information. Two case studies are presented to illustrate the use of the approach.     

The stability of status orientations among young,white, rural women from three southern states

This paper reports the results of a panel study of young, white, rural women from Georgia, South Carolina, and Texas (N = 138). The study was primarily concerned with how social origin variables affected early educational and occupational orientations and how early states of these orientations affected the orientations themselves at a later point in time. The results indicated that mother's education had a greater effect than father's education, but in either case the effect is mediated by intervening influences such as early aspirations and expectations. These young women held very traditional status orientations (with 60% projecting the occupations of beautician, nurse, stenographer, or school teacher), and their orientations were quite stable between their sophomore and senior years in high school. Since there has been so little work reported on the status attainment process for women, and rural women in particular, this study does offer a limited insight into this phenomenon.     

A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application

School psychologists have traditionally experienced difficulty in assessing children referred to them for behavior disorders. Given this reported difficulty, a behavioral assessment model is proposed which specifies three types of assessment information: direct observations, rating scale data, and interview data. Characteristics of these three types of assessment information are discussed, along with recommendations for their use. Two psychological models are suggested to guide school psychologists through the assessment process. Bergan's behavioral consultation model is recommended for securing valid and reliable interview and observational data, and Campbell and Fiske's multitrait-multimethod model is proposed as a means of logically integrating behavioral assessment information. The notion of convergence or agreement between dissimilar assessment methods is discussed.     

Social skills: A review of cognitive-behavioral training procedures with children

Thirty-one studies utilizing cognitive-behavioral procedures to train social skills were reviewed. The review was organized around six methodological issues: (a) age of subjects; (b) training procedures; (c) outcome measures; (d) research design; (e) evidence for generalization; and (f) social validation. Suggestions for future applied research are discussed, such as investigations regarding developmental changes in socially skilled behavior, increased use of multiple dependent measures, more intensive programming for generalization, and the establishment of the social importance of the effects of social skills training programs.     

Effects of listener feedback on the messages of kindergarten children in a referential communication task

A referential communication paradigm was employed with kindergarten children to determine the effects of systematically varied feedback following inadequate message production. Feedback conditions included three levels of verbal specificity presented either alone or in combination with visual feedback. Results indicated that kindergarten children formulated more adequate referential messages when provided with either highly specific verbal feedback or a chance to view the listener's incorrect choice of referent. The differential effectiveness of various types of feedback was discussed in terms of the role of comparison activities in the referential communication process, and implications for the communicative competency of kindergarten children were considered.     

A research note on occupational changes for Louisiana urban females, 1960–1970

Occupational distributions for sex and race comparisons for areas of Louisiana are examined through an index of dissimilarity, D, a measure of the percentage of workers who must change occupational categories for the two compared percentage occupational distributions to be the same. In 1960 the more urban the area, the lower the index; indices are higher for blacks for male-female comparisons and higher for females than for males in cross-race comparisons. These patterns hold for 1970, but D decreased for all comparisons, indicating a trend toward similarity in compared occupational distributions, but the ultimate limit is unknown.     

Applications of the theory of meaningfulness to psychology

The theory of meaningfulness of statements using numerical scales is summarized. Applications of this theory are surveyed. These deal with average performance, importance ratings, statistical tests, indices of consumer confidence, psychophysical scaling, block modeling of social structure, structural modeling in decision making, and the analysis of order and matching experiments.     

Electroencephalographic and dichotic indices of cerebral laterality in stutterers

To test the hypothesis that stuttering is the product of faulty cerebral laterality four experiments were performed on each of five adult stutterers and five fluent speakers. These tests were: (1) dichotic listening with consonant-vowel pairs, (2) alpha recording over both hemispheres during the performance of cognitive tasks intended to engage preferentially the left or right hemispheres, (3) contingent negative variation with either an articulatory or bilaterally symmetrical response, and (4) readiness potential with the same responses. The results fail to disconfirm the null hypothesis regarding stutterers and their fluent peers. All subjects showed consistent patterns of cerebral laterality indicative of localization of speech function in the left hemisphere. Suggestions are made regarding a possible contribution of deficient sensorimotor integration in stuttering.     

The relevance of DAF-induced speech disruption to the understanding of stuttering

The literature on delayed auditory feedback (DAF) repeatedly makes reference to the occurence of disfluencies under DAF in nonstutterers. However, no attempt has been made to determine the relative frequency of occurence of various types of disfluencies in nonstutterers under DAF. The present study investigated the frequency of occurence of various types of disfluencies in normal-speaking subjects in five successive oral readings under DAF. Twenty-four young adults read aloud a prose passage five times successively under 200 msec of bilateral DAF. Measures of the frequency of different types of disfluencies, locus of occurence of disfluencies in the speech sample, adaptation and consistency indicate that DAF-induced disfluencies are remarkably similar to those found in stuttering. It is suggested that DAF and stuttering disrupt speech at approximately the same “level” along the speech production process, possibly at the prosodic level.     

Finger localization and reading ability in three groups of children ages three through twelve

Developmental norms for eight finger-localization (FL) tasks similar to those used by Lindgren are extended to include 140 children ages 3 through 12. The strength of the relationship between these scores and two specific reading tasks is explored. Regression analyses reveal statistically significant correlations between FL ability and the ability to match spoken with printed words, as well as between FL scores and scores for silent reading and retelling of a paragraph. Three groups of children are used: children with normal language, those with dysphasia, and those with language impairments other than dysphasia. Performance scores of these three groups on other language tasks are compared.     

The stutterer's reaction to the telephone as a speaking situation

A review of the literature indicates that one of the most commonly feared talking situations among stutterers is speaking on the telephone. One hundred-thirty stutterers who feared speaking on the telephone were interviewed regarding their fear of telephone calling and answering, the age at which they began to fear calling and answering, and their fear reactions to eight specific telephone calling situations.Data was analyzed for all subjects, male/female, black/white, and mild/moderate/ severe stuttering groups. Analysis indicated that telephone calling was judged to be more feared than telephone answering with the exception of the black stutterers. Acquisition of fear of the telephone occured earlier for telephone answering than for calling within most subgroups. When general reactions to the eight telephone situations were considered, the black stutterers had the most severe fear reactions while the male and moderate stutterers had the least severe reactions.     

The emergence of representation in search: Understanding the hider as an independent agent

Corrigan's results point the way toward a reconceptualization of how the development of representation affects search. The child does not cognitively recreate the invisible displacements of the object. Instead she seems to understand that the hider is an independent agent who can use simple hiding strategies that the child does not directly perceive. This representational skill for search, we propose, is one realization of a general representational capacity that emerges late in the second year. The general capacity is defined structurally as the ability to coordinate two sensorimotor systems into a single skill. Although there seem to be some discontinuities in the emergence of the representational capacity, its development is mostly gradual and continuous.     

A study of language functioning in Alzheimer patients

Language functioning in Alzheimer's disease is reviewed and the performance of 25 Alzheimer patients on a standard battery is reported. All these hospitalized patients were aphasic to some degree. As a group, they differed from normals on all language variables, and from stroke patients in terms of higher fluency and lower comprehension. Spontaneous speech showed high incidence of circumlocutions and semantic jargon, but no phonemic paraphasias or target approximations. Syllabic perseverations, shouting, inappropriate laughter, and mutism were late-appearing features. Transcortical Sensory, and Wernicke's aphasias were frequent, but Broca's and Transcortical Motor aphasias notably absent. Extent of language impairment correlated with current length of hospitalization but not age. Reading, writing, and performance scores except praxis, were lower than oral language scores. Findings were discussed in relation to previous results, methodology, and language organization in the brain.     

The early history of the behavior modification of stuttering: From laboratory to clinic

The knowledge of and attitudes toward stuttering of 152 Alabama vocational rehabilitation counselors were studied using the Alabama Rehabilitation Counselors' Attitudes Toward Stuttering (ARCATS) Inventory consisting of 25 true- false statements designed to assess knowledge of stuttering and 15 statements designed to assess attitudes toward stuttering. Counselors were found to perceive stuttering as being significantly vocationally handicapping and amenable to therapy and to perceive stutterers as almost always benefiting from therapy and as being good candidates for vocational rehabilitation. It was concluded that the vocational rehabilitation counselors studied hold attitudes facilitative to the rehabilitation of stutterers.     

Early recollections of individuals preparing for careers in clinical psychology,dentistry, and law

This study compared the early recollections (ERs) of three groups of students preparing for careers in clinical psychology, dentistry, and law. Recollections of psychology students showed significantly more “negative affect,” “threatening situations,” and “less reference to groups of people” than did the other two groups. “School” was mentioned significantly more in the ERs of law students than in the ERs of the other groups. Law students reported ERs which indicated the highest frequency of the “active dimension,” dentistry students the least. The implications of the findings for vocational choice are discusssed.