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931.
A portable on-the-body delayed auditory feedback was used in the establishment and transfer modes of fluent speech in a stutterer while he was on the Monterey Fluency Program. The performance of the client was compared with a “standard” population of stutterers. The portable DAF was comparable to the larger DAF in establishment and superior in transfer with minimal behavioral and technical problems. Use and potential value of the portable DAF in transfer and maintenance phases of therapy are discussed. 相似文献
932.
Peter Howell 《Journal of Fluency Disorders》1984,9(4):247-263
Cherry and Sayers (1956) reported that stutterers have problems dealing with sound fed back to the ears through bone. Their experimental support for this claim is reexamined. It is shown that their technique does not produce the same bone-conducted feedback as produced by the speaker while speaking. Their results are reinterpreted as showing that stutterers have problems when speaking in the presence of low frequency sound because of its masking properties, rather than because the sound originates in bone-conducted feedback. 相似文献
933.
Gary J. Rentschler Lynn E. Driver Elizabeth A. Callaway 《Journal of Fluency Disorders》1984,9(4):265-284
Recently, some attention has been focused on acquired stuttering, disfluencies that begin in adulthood. The nature of acquired stuttering differs in several respects from developmental stuttering. A case of acquired stuttering following drug overdose is presented and contrasted with previously reported cases. The case is noteworthy in that, while many characteristics of acquired stuttering are evidenced, several symptoms associated with developmental stuttering are also observed. The findings are discussed in terms of a possible link between developmental and acquired forms of stuttering. 相似文献
934.
Peter R. Ramig 《Journal of Fluency Disorders》1984,9(4):285-294
The fluent speaking rate of nine adult male stutterers was compared before and after stuttering intervention. The subjects, ranging in age from 18 to 37 yr (mean, 25 yr, 3 mo), exhibited mild to severe stuttering prior to treatment. The only rate reduction strategy taught to subjects during intervention was to slow the first phoneme or syllable of sentences spoken. In addition, however, subjects significantly reduced their overall rate as determined by measurements made of their fluent speech at the middle of sentences, as well as overall sentence durations (excepting the first word of utterances). The data from this investigation are interpreted relative to the facilitation/simplification hypothesis. 相似文献
935.
Camilla Persson Benbow Julian C. Stanley Marshall K. Kirk Alan B. Zonderman 《Intelligence》1983,7(2):129-152
Students representing the top 0.03% of their age group in intellectual ability, who were identified by the Study of Mathematically Precocious Youth (Benbow & Stanley, 1980), were tested along with their parents using a battery of specifically designed cognitive tests. These highly intelligent children had less intelligent, but yet quite bright parents. Vernon's (1961) model of intelligence best fits our results. His following two factors explained most of the variance in the performance of the students and parents: verbal-educational and practical-spatial-mechanical. Moreover, there was potential evidence for a general factor. Among the children, who were mostly past puberty, age related to development of verbal abilities, but not spatial or mechanical abilities. Sex differences favoring the males were found on the spatial ability and mechanical comprehension tests. 相似文献
936.
A time-sharing paradigm was used to assess language lateralization in language-disordered and normal children aged 4–7 years. Several expressive language tasks as well as a vocal, but nonlinguistic, task were administered concurrently with unimanual finger tapping. Dependent variables were percent disruption scores and number of syllables produced per concurrent trial. All language concurrent tasks produced tapping reductions for both hands for both groups. This result contrasts to similar time-sharing studies claiming asymmetrical interference and hence language lateralization in children (N. White & M. Kinsbourne, 1980, Brain and Language, 10, 215–223; J. Obrzut, G. Hynd, A. Obrzut, & J. Leitgeb, 1980, Brain and Language, 11, 181–194). A multiple regression analysis revealed a significant interaction effect differentiating language-disordered from normal children. Normals exhibited a parallel response pattern for speech and tapping (both increased or decreased in rate) under all lateralization conditions. Language-disordered children exhibited an inverse response pattern (e.g., if speech output increased, tapping rate decreased) only under left-hemisphere time-sharing. 相似文献
937.
G.B. Wells 《Journal of Fluency Disorders》1983,8(2):119-124
Stuttered and nonstuttered phonemes of 20 adult males were analyzed for distinctive feature patterns using the Chomsky-Halle system. The features (+ consonantal), (- voice), (+ continuant), and (- strident) occured significantly more often in stuttering than in nonstuttering instances. Results suggest that adult stuttering is most likely to occur when the primary sites of tension and discoordination are lingual and laryngeal and when the speaker must shift from (- voice) to (+ voice). 相似文献
938.
This investigation focussed on how observers identify stutterers. It was found that stutterers are identified most correctly under visual circumstances as compared to auditory and combined auditory-visual conditions. Therefore, the reduction of stuttering should include removal of noticeable, interfering, and unnecessary nonverbal behaviors, particularly mouth and nostril movements. 相似文献
939.
From the results of a broad ranging comprehension test, a hierarchy of difficulty emerged that is shared by the two groups of aphasics (Broca's and Wernicke's aphasics) and by the control group of normal subjects. The parallelism has been interpreted as a confirmation of the hypothesis that syntactic competence is not inaccessible either in Wernicke's or in Broca's aphasia. The Minimal Distance Principle, as a relevant recognition principle, has been studied, and although not confirmed by the scores has been brought to the fore both by the correlations between the variables under study and by the correlations with the concomitant variables of age and level of education. 相似文献
940.