Outcome predictors in the behavioral treatment of stuttering

The MMPI and subscales of the Stuttering Severity scale were utilized to predict motivation and success in the behavioral treatment of 32 stutterers. Subjects spent a mean of 10 individual sessions in criterion-oriented learning of fluent speech based on speech-muscle relaxation aided by EMG visual biofeedback. Judged motivation and judged success were strongly related to each other and significantly related to MMPI K and Es scores and negatively to F and Sc. Actual success was negatively related to Sc and Pd, completely unrelated to Es, and (if anything) negatively related to K. Results are consistent with previous studies, and show that global judgements of progress were only minimally related to a measure of actual progress.     

Bibliography of literature pertaining to the onset,development, and treatment of stuttering during the preschool years

This bibliography consists of clinical, experimental, and theoretical papers pertaining to the onset, development, and treatment of stuttering in children five- years old and younger. It is a downward extension of Silverman, F.H., Bibliography of literature pertaining to stuttering in elementary-school children, Journal of Fluency Disorders, 1978, 3, 87–102.     

Pathological left-handedness: Evaluation of a model

This study investigated the relationship between manifest handedness and the localization of EEG abnormalities in a large group of mentally retarded persons. Persons who had abnormal EEG recordings, regardless of whether the dysfunction was bilateral or asymmetric, exhibited approximately twice the incidence of left-handedness than persons who had normal EEG's. Data for persons having asymmetric damage support a model of pathological left-handedness, with left-handers showing a substantially higher probability of having left brain dysfunction than right-handers.     

Cortical involvement in the semantic processing of coarticulated speech cues

Auditory evoked responses (AER) were recorded from scalp locations over the left and right temporal regions in response to CVC words and nonsense syllables. Various components of the AER were found to vary systematically with changes in stimulus meaning. One such component reflected subcortical involvement in semantic processing. Other components reflected changes in voicing and place of articulation as well as hemisphere differences.     

Auditory processing and anxiety in stutterers

This study utilized the Synthetic Sentence Identification/Ipsilateral and Contralateral Competing Message subtests and the State-Trait Anxiety Inventory to examine auditory processing deficits, anxiety levels, and the interaction of these two components in 15 adult stutterers and 15 nonstutterers. Results support brainstem auditory processing deficits in stutterers and equalization of cortical functioning between groups. Group differences were not found in anxiety levels. Nonsignificant correlations between anxiety levels and auditory processing were revealed.     

Memory scanning,introversion-extraversion,and levels of processing

Individual differences in information processing were studied in the form of the hypothesis that arousal, as indexed by a personality measure of introversion-extraversion, affects the speed with which certain kinds of processing are completed. The Sternberg paradigm was used, and the results suggested that introverts and extraverts scanned for physical features equally rapidly, but that introverts were slower than extraverts at scanning for the semantic features of category membership. There was limited support for the hypothesis that introverts, thought to be more aroused than extraverts, are less able to engage in shared or parallel processing. It was concluded that information processing in introverts and extraverts may differ qualitatively as well as quantitatively.     

Lateralization for reading musical chords: Disentangling symbolic, analytic, and phonological aspects of reading

It has been repeatedly shown that the left hemisphere (right visual field) is superior to the right hemisphere (LVF) in reading English, a bias possibly due to any or all of three confounded factors: (1) the symbolic nature of the coding system; (2) the analytic requirements of the decoding process; and (3) the phonological associations of the elements. Recent work on reading Japanese ideograms (Kanji) disentangles (1) from (2) and (3), but leaves the latter two confounded. We further disentangle (2) and (3) by examining visual field preference for reading musical chords, representatives of an analytic, nonphonological symbol system. The strong RVF advantage is interpreted as indicating that the left hemisphere is dominant for reading an analytic symbol system that is not phonologically based. We conclude that the left-hemisphere advantage traditionally found for reading phonological symbols is due to their analytic nature in addition to any effect due to their linguistic association.     

Hominid evolution, supralaryngeal vocal tract physiology, and the fossil evidence for reconstructions.

The functional, physiologic aspects of the human supralaryngeal vocal tract, which follow from the equal length of the oral and pharyngeal cavities and their right angle orientation are discussed. Sounds like the vowels [i] and [u], which only the human supralaryngeal vocal tract can produce in a Quantal mode, provide a selective advantage for vocal communication and the evolution of the human vocal tract and matched neural property detectors. The dissimilarity between Neanderthal skulls and specimens of anatomically modern Homo sapiens and other fossil skulls is discussed in relation to the reconstruction of the Neanderthal supralaryngeal vocal tract. The absence of some of the innate neural property detectors that play a part in the perception of human speech can be inferred in Neanderthal hominids from the reconstruction of their supralaryngeal vocal tract.     

The use of teachers as behavioral observers

The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.