Bibliography of literature pertaining to stuttering in elementary-school children

This bibliography consists of clinical, experimental, and theoretical papers pertaining to the stuttering problems of children between the ages of 5 and 12.     

Further confirmation ofsame vs.different processing differences

Two four-digit numbers were matched in a “same-different” reaction time paradigm. In the “all-same” condition, the subject respondedsame if all digits matched anddifferent otherwise. In the “all-different” condition, the subject responded same if at least one digit matched anddifferent if all digits differed. In either condition, the number of matching digits ranged from zero to four. The all-same results supported previous work: the fewer the number of mismatches, the slower the response, except that zero mismatches resulted in a response faster than one mismatch. These findings have been taken as supporting a two-process model: an identity detector mechanism and a self-terminating feature-matching process. An alternative one-process model could explain the results by assuming that the “same” response is primed during the match process. However, the all-different results showed reaction time to be a monotonie function of the number of matching digits. Such a finding contradicted the priming model and supported a two-process model.     

The perception of identity in simultaneously presented complex visual displays

Two experiments were conducted in order to examine the information processing in a visual matching task, using digit sequences of varying complexity as the stimuli. Traditionally, reaction times for “same” judgments do not fit into a single-process self-terminating feature testing model, while those for “different” judgments do. Bamber (1969) proposed a two-stage model to account for the data, and the results of these experiments support this type of model. Strong evidence implying that Bamber’s “identity reporter” has a limited capacity in terms of stimulus complexity was also found. This complexity seems to be deemed by stimulus discriminability and the number of “chunks” of information rather than by “bits” of information being transmitted (Miller, 1956).     

Contrast effects on the auditory evoked response and its relation to psychophysical judgments

An auditory average evoked response (AER) procedure was used to search for a physiological counterpart of the contrast effect-the tendency for a S’s judgment of the intensity of a stimulus to be modified by the intensity of prior stimulation. When a tone was preceded by a softer tone, its AER amplitude increased; conversely, when a tone followed a louder tone, amplitude decreased. Irregular intervals between tones decreased the AER contrast effect, as did increasing the interval between tones. Further, significant correlations were found between individual scores on the AER contrast procedure and performance on a battery of psychophysical tasks.     

Speech—Language clinicians'' and university students'' impressions of women and girls who stutter

To identify impressions speech—language clinicians and university students have of females who stutter, a 47-scale semantic differential form was administered to members of each group to obtain their responses to eight hypothetical constructs, i.e., “A Girl,” “A Girl Who Stutters,” “A Boy,” “A Boy Who Stutters,” “A Woman,” “A Woman Who Stutters,” “A Man,” and “A Man Who Stutters.” Both groups were found to possess negative stereotypes for all four categories of stutterers. The nature of the stereotypes appeared to be influenced by a stutterer's gender and relative age. Clinicians considered stuttering to exert a stronger negative impact on females and on children. Their strongest stereotype was of “A Girl Who Stutters.” University students considered stuttering to exert a stronger negative impact on males. Their stereotypes of stutterers seemed unaffected by the relative age of the stutterer. Their strongest stereotype was of “A Man Who Stutters.” Several theoretical and clinical implications of these findings are discussed.