Content mazes and filled pauses in narrative language samples of children with specific language impairment

Linguistic nonfluencies known as mazes (filled pauses, repetitions, revisions, and abandoned utterances) have been used to draw inferences about processing difficulties associated with the production of language. In children with normal language development (NL), maze frequency in general increases with linguistic complexity, being greater in narrative than conversational contexts and in longer utterances. The same tendency has been found for children with specific language impairment (SLI). However, the frequency of mazes produced by children with NL and SLI has not been compared directly at equivalent utterance lengths in narration. This study compared the frequency of filled pauses and content mazes in narrative language samples of school-age children with SLI. The children with SLI used significantly more content mazes than the children with NL, but fewer filled pauses. Unlike content mazes, the frequency of filled pauses remained stable across samples of different utterance lengths among children with SLI. This indicates that filled pauses and content mazes have different origins and should not be analyzed or interpreted in the same way.     

Training Observers to Detect Deception Effects of Self-Monitoring and Rehearsal

It was predicted that trained observers would detect deception more accurately than untrained observers. More specifically, it was predicted that the highest deception detection accuracy would be found among trained observers judging the veracity of low self-monitors and unrehearsed liars, whereas the lowest detection accuracy would be found among untrained observers judging the veracity of high self-monitors and rehearsed deceivers. It also was hypothesized that the discrepancy between observers‘actual ability to detect deception and their certainty in the accuracy of their judgments would be smaller for trained observers than for untrained observers. Observers trained to detect deception used six behavioral cues based on research by deTurck and Miller (1985): (a) message duration, (b) response latency, (c) adaptors, (d) pauses, (e) nonfluencies, and (f) hand gestures. Results confirmed both hypotheses.     

Fluency of conversational speech in children with unilateral brain lesions

The spontaneous conversational speech of 20 children with unilateral left hemisphere lesions and 13 with right lesions was compared to normally developing peers matched by age, sex, race, and social class for instances of stuttering type nonfluencies, normal nonfluencies, and rate of speech. Both left and right lesioned children provided quantitatively more and qualitatively different patterns of nonfluencies than their neurologically normal peers. Left and right lesioned children produced more stuttering types of nonfluencies than their controls, but neither lesioned group produced a greater number of normal nonfluencies than controls. Left lesioned children also had a slower rate of speech as measured by number of syllables per second during either stuttered or fluent speech. Considerable variability was observed among lesioned children. Implications for neurogenic theories of developmental fluency disorders are discussed.     

Issues to consider in the differential diagnosis of normal childhood nonfluencies and stuttering

Historically more attention has been focused on the adult stutterer than on the young stutterer. This article discusses three key issues in the differential diagnosis of normal childhood nonfluencies and childhood stuttering. The three issues are (1) whether early childhood disfluencies are heterogeneous or homogeneous phenomena, (2) whether the relationship between normal childhood nonfluencies and early stuttering is continuous or dichotomous, and (3) whether normal nonfluencies and stuttering differ quantitatively or qualitatively. Theoretical research as well as clinical implications of these issues are discussed.     

Fluency disorders in genetic syndromes

The characteristics of various genetic syndromes have included “stuttering” as a primary symptom associated with that syndrome. Specifically, Down syndrome, fragile X syndrome, Prader-Willi syndrome, Tourette syndrome, Neurofibromatosis type I, and Turner syndrome all list “stuttering” as a characteristic of that syndrome. An extensive review of these syndromes indicated clients diagnosed with these syndromes do show evidence of nonfluency patterns, but not all would be considered stuttering. Many of the syndromes are marked by degrees of mental retardation that probably contribute to a higher than average prevalence of stuttering, as well as a higher than average prevalence of other fluency disorders (when compared to the population at large).

An in-depth analysis of the available data indicates that some of these genetic syndromes show patterns of stuttering that may be indicative of only that syndrome (or similar syndromes) that can be differentially diagnosed from developmental stuttering. Among these patterns are the word-final nonfluencies noted in Prader-Willi syndrome; the presence of stuttering in the absence of secondary behaviors noted in Prader-Willi syndrome and; the presence of palilalia, word-final and word-medial nonfluencies, and word-medial and word-final nonfluencies in Tourette syndrome. Implications for future research are discussed in light of these findings.

Educational objectives: The reader will be able to: (1) describe the various different genetic syndromes that are associated with fluency disorders; (2) describe the types of nonfluencies that are associated with the major types of genetic syndromes that have fluency disorders; (3) describe the behaviors that may assist in differentially diagnosing different types of speech characteristics associated with various genetic syndromes.     

Adaptation effect in nonfluent speech behavior of controlled stutterers and nonstutterers

The adaptation effect in stuttering behavior has received considerable attention. Adaptation effect is defined as the reduction in the frequency of nonfluencies in the speech of subjects during successive readings of the same passage. The objective of this investigation was to assess the adaptation effect of nonfluent speech behavior of controlled stutterers and nonstutterers. The subjects included 35 controlled stutterers and 35 nonstutterers matched for factors of sex, grade level, and age. Results suggest a significant mean difference between the number of nonfluencies between trials of controlled stutterers with evidence of adaptation in the speech of nonstutterers. Nonstutterers demonstrate significant mean differences in nonfluencies among replicated testing occasions. Findings of this investigation suggest that both controlled stutterers and nonstutterers demonstrate similar adaptation regarding their nonfluent speech behavior. Issues and import for future research are offered.     

‘I stumble... in my speech: Like a hobbled... horse... hops...’ — The nature and length of pauses in the reading of aphasics

Summary Fifteen mildly affected aphasic subjects were given the task of reading 21 sentences. The words of the sentences (apart from the articles) were controlled according to part of speech, length, and frequency of occurrence. It was predicted that the complexity of the grammatical function of the nouns, adjectives, and verbs investigated would determine the length of the pauses preceding the part of speech in question. The relative complexity of the syntactic function was determined by the number of valences according to the theory of dependence grammar. The results obtained supported the model of dependence grammar in that, of the content words, verbs were preceded by the longest pauses and adjectives by the shortest. The most surprising result was the finding that the pauses before the second article were even longer than those before the verb. It was suggested that these pauses be interpreted as following the verb rather than preceding the article. With respect to the nature of these pauses, a variety of classifications was discussed. It was proposed that these latencies be interpreted as juncture pauses, made for the sake of the listener in normal readers, changed into hesitation pauses, made for the sake of the reader in aphasics.     

Filled pauses and gestures: It's not coincidence

Though filled pauses and gestures frequently accompany speech, their function is not well understood. We suggest that it may be helpful in furthering our knowledge of these phenomena to examine their relationship to each other. To this end, we carried out two studies examining whether they tend to occur together, or to occur at separate times. Both faculty colloquium speakers and undergraduate subjects used filled pauses less frequently when they were gesturing than when they were not gesturing. This effect held for 30 out of 31 subjects. We suggest that detailed theories may be premature, but speculate that gestures may be an indication that the speech production apparatus has completed its search for the next word, phrase or idea and is ready to continue.     

Comparison of pausing behavior in children who stutter and children who have Asperger syndrome

Purpose

The objective of this research was to compare the number and types of grammatical and non-grammatical silent pauses presented by stutterers and subjects with Asperger syndrome in their narratives.

Method

Ten children who stutter and four participants with Asperger syndrome (mean ages of both groups 10 years) were assessed at the Speech and Language Disorders Department of the Universidade Federal de São Paulo/Brasil. They narrated a story based on a pre-selected sequence of pictures. They were filmed and their productions were analyzed using version 5.0.47 of Praat (http://www.fon.hum.uva.nl/praat/download_win.html). Silent intervals in the speech that ranged from 0.25 to 4 s were considered pauses. The pauses were classified as grammatical and non-grammatical, depending on the words that preceded and followed them.

Results

Both groups presented grammatical and non-grammatical pauses and the former predominated. The children with Asperger syndrome produced a greater number of pauses than the stutterers.Educational objectives: The reader will be able to: (1) characterize the use of pauses in the oral narrative; (2) distinguish a grammatical pause from a non-grammatical pause regarding the use and function; (3) recognize the pattern of pause found in the two populations.     

Behaviour of Rats During Selfinitiated Pauses in Feeding and Drinking, and During Periodic Response-Independent Delivery of Food and Water

In Experiment I rats deprived of either food or water were given free access to food or water respectively, and their behaviour was observed during self-imposed pauses in feeding or drinking. In Experiment II food or water were delivered according to fixed-time 30-s and fixed-time 60-s schedules, and the behaviour of the rats was observed during the interreinforcement intervals imposed by these schedules. In both experiments the temporal pattern of those activities that occurred during pauses in eating differed from the pattern of activities occurring during pauses in drinking; and with both food and water the temporal pattern of activities during self-imposed pauses in consummatory behaviour in Experiment I proved a good predictor of the pattern of activities during schedule-imposed interreinforcement intervals in Experiment II. This suggests that intermittent schedules permit the occurrence of those activities that are normally closely associated with the consummatory behaviour in question. In Experiment II certain activities that occurred towards the end of the interreinforcement interval were found to be enhanced relative to baseline level, but there was no enhancement of activities occurring near the beginning of the interval. This is contrary to Staddon's (1977) account of schedule-induced behaviour, and suggests that schedule-induction is not as common as has sometimes been supposed.     

Averaging Effects In The Study Of Fixed-ratio Response Patterns

Three rats were exposed to multiple fixed-ratio schedules in which large and small ratios alternated in an irregular order. Over a series of training phases, one ratio was held constant as the second ratio was increased to higher values. On average, postreinforcement pauses increased in duration as the ratio size was increased. Pausing was controlled by the size of the upcoming ratio; the previous ratio had smaller and less consistent effects. However, more detailed consideration of the aggregated data indicated that the pause distributions were positively skewed and that changes in average performances were more a consequence of increased skew rather than shifts of the entire distributions. Moreover, the distributions of pauses from condition to condition overlapped, and brief pauses were common even at the highest ratios. These results demonstrated that depictions of pausing based on aggregated data can be misleading without corresponding information about variations in the distribution on which the averages are based.     

A clinical strategy for differentiating the normally nonfluent child and the incipient stutterer

There are substantial funds of experimental and clinical data that bear on various aspects of the nonfluencies of young children, especially those diagnosed as stutterers. These data are critically examined as a means of identifying nonfluency characteristics that are peculiar to either incipient stutterers or normally nonfluent children. The behavioral features identified are incorporated into a simple clinical strategy that therapists can employ to differentiate between members of the two young speaker populations being considered. Examples of this strategy as it was applied in the evaluation of specific patients are presented.     

On valid and reliable identification of normal disfluencies and stuttering disfluencies: a response to Aram, Meyers, and Ekelman (1990)

Aram, Meyers, and Ekelman (1990, Brain and Language, 38, 105-121) recently reported finding that children with unilateral brain lesions produced more stuttering-type nonfluencies than their neurologically normal peers. However, they did not report inter- or intrajudge agreement for the nonfluency types or for their method of measuring speech rate. The speech rates they reported were also unusually fast. We argue that these problems with Aram et al.'s study imperil both their results and their conclusions regarding developmental stuttering.     

The effects of reinforcer magnitude in the preceding and upcoming ratios on between‐ratio pausing in multiple,mixed, and single fixed‐ratio schedules

Hens responded under multiple fixed‐ratio schedules with equal response requirements and either a 1‐s or a 6‐s reinforcer. Upcoming reinforcer size was indicated by key color. Components were presented in a quasirandom series so that all four component transitions occurred. Postreinforcement pauses were affected by the upcoming and preceding reinforcer size, with longer pauses after large reinforcers followed by small reinforcers than when followed by large ones, and longer pauses after small reinforcers that were followed by small reinforcers rather than large ones. Pauses increased with fixed‐ratio size and the effects of reinforcer size were larger the larger the ratio. When reinforcer size was not signaled—mixed fixed‐ratio schedules—pauses were shorter after small than after large reinforcers. Signalling the upcoming reinforcer attenuated the effect of the previous reinforcer size on pause duration when small was followed by small and when either small or large by large, but enhanced the effect when large was followed by small. There was no effect of reinforcer size on pause duration when single fixed‐ratio schedules were arranged. The effects of reinforcer size on pauses depends on the size and range of the fixed ratios as well as the exact procedures used in the study.     

Effects of concurrent schedules on human fixed-interval performance

Young adults performed a lever-pressing task for money on two schedules of reinforcement: concurrent fixed-interval 1 min—differential-reinforcement-of-low-rate 20-sec, and concurrent fixed-interval 1-min—fixed ratio 100 responses. All subjects were trained on both schedules. Fixed-interval performance concurrent with the differential reinforcement procedure was characterized by high constant rates with no post-reinforcement pauses. Fixed-interval performance concurrent with fixed ratio was characterized by low rates and lengthy post-reinforcement pauses. These results differ from those obtained in prior studies on the effects of conditioning history upon subsequent fixed-interval performance. The prior work, using non-concurrent procedures, had shown that fixed-interval performance following differential reinforcement of low rates was characterized by post-reinforcement pauses and low rates, while fixed-interval performance following fixed ratio exhibited high constant rates and no post-reinforcement pause. The present results suggest that alternative concurrent contingencies are another major determinant of human fixed-interval performance.     

The use of prosody in highlighting alterations in repairs from unrestricted speech

A speaker has several ways in which he or she may highlight the fact that an error or imprecision of speech has been made and subsequently altered. The three principal ones are by signalling through the structure of the speech that surrounds the error (the repair-syntax), by the use of prosody, and through the semantic content. The role of prosody in the correction process is investigated in the current studies. Analysis of the prosody of a number of errors and their alterations drawn from unrestricted speech are reported. The analysis shows that pauses occur at the moment of interruption and that an increase in stress occurs at the start of the alteration. Pauses could indicate the moment of interruption, and stress could highlight what has been altered. Two sets of perceptual experiments were carried out to assess whether these cues are salient for listeners who hear constructions containing an error and its alteration. Two paradigms were employed in each set of experiments: (1) direct judgement about the comprehensibility of sentences containing errors and alterations, and (2) repeating a message that had an error and alteration without the error. The effects of stress and pauses on (Experiments 1A and 1B) or pauses around (Experiment 2A and 2B) the alterations were assessed. In the first set of experiments it was shown that pauses and stress help listeners process repairs. When a word is spoken in error, the speaker may repeat a section of speech immediately preceding the alteration and/or a section immediately following that word. Inclusion of these repeated sections allows assessment of whether pauses signal where the interruption occurred. The second experiment shows that the placing of the pause before the retrace, rather than at other locations, indicates to listeners where the repair starts.     

Self Addressed Questions and Filled Pauses: A Cross-linguistic Investigation

There is an ongoing debate whether phenomena of disfluency (such as filled pauses) are produced communicatively. Clark and Fox Tree (Cognition 84(1):73–111, 2002) propose that filled pauses are words, and that different forms signal different lengths of delay. This paper evaluates this Filler-As-Words hypothesis by analyzing the distribution of self-addressed-questions or SAQs (such as “what’s the word”) in relation to filled pauses. We found that SAQs address different problems in different languages (most frequently about memory-retrieval in English and Chinese, and about appropriateness in Japanese). In relation to filled pauses, British but not American English uses “um” to signal a more severe problem than “uh”. Chinese uses different filled pauses to signal the syntactic category of the problem constituent. Japanese uses different filled pauses to signal levels of interaction with the interlocuter. Overall, our data supports the Filler-As-Words hypothesis that filled pauses are used communicatively. However, the dimensions of its meanings vary across languages and dialects.     

Serial recall and presentation schedule: a micro-analysis of local distinctiveness

According to temporal distinctiveness theories, items that are temporally isolated from their neighbours during presentation are more distinct and thus are recalled better. Event-based theories, which deny that elapsed time plays a role at encoding, explain isolation effects by assuming that temporal isolation provides extra time for rehearsal or consolidation of encoding. The two classes of theories can be differentiated by examining the symmetry of isolation effects: Event-based accounts predict that performance should be affected only by pauses following item presentation (because they allow time for rehearsal or consolidation), whereas distinctiveness predicts that items should also benefit from preceding pauses. The first experiment manipulated inter-item intervals and showed an effect of intervals following but not preceding presentation, in line with event-based accounts. The second experiment showed that the effect of following interval was abolished by articulatory suppression. The data are consistent with event-based theories but can be handled by time-based distinctiveness models if they allow for additional encoding during inter-item pauses.     

Acoustic correlates of subjective pauses

This study investigates the perception of subjective pauses, i.e., pauses that do not correspond to silent pauses. Experiment I used stimuli which were excerpts from spontaneous speech which were presented in two versions: spectrally normal and spectrally inverted. Experiment II used stimuli which were generated by first cross-splicing the two halves of two sentences; they were further manipulated for fundamental frequency, intensity, or duration of the vowel just preceding the splice point. The task in both experiments was to press a button when a speech interruption was heard. The purpose of the experiments was to identify the grammatical and acoustic correlates of the subjective pauses thus reported. The results of Experiment I show, for the inverted speech condition, but not for the normal speech condition, an increase in pause reports as the duration of the prepausal vowel increased. The results of Experiment II show an increase in pause reports with increasing vowel duration. The implications of increased prepausal duration functioning as a pause signal are discussed.     

Perceptual organization and precategorical acoustic storage

Current views of precategorical acoustic storage (PAS) have been largely based on differences in the level of recall of terminal list items as a function of input modality and on experiments in which various types of suffixes are added to unstructured auditory lists. Experiments with grouped lists reveal that PAS can make a far more extensive contribution to serial recall. A series of four experiments investigated grouping effects in relation to existing accounts of consolidation, attentional selection, and auditory masking in PAS. Grouping effects obtained with very brief intralist pauses were inconsistent with the consolidation and masking hypotheses. Contrary to the attentional hypothesis, nontemporal grouping by voice or by spatial location was found to be as effective as grouping by extended pauses. When nontemporal methods of grouping were combined with intralist pauses, the two sets of grouping cues were no better than one, suggesting that list segmentation by pauses and by item attributes must be explained in terms of a single process. These results are discussed in the context of previous research that implies the existence of an auditory store with a capacity greater than previously attributed to PAS. Existing data on modality and suffix effects are seen as specific instances of a more general relation between the structure of spoken sequences and their subsequent recall.