The Adaptation Effect for Six Types of Speech Disfluency

1971 ◽  
Vol 14 (3) ◽  
pp. 525-530 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Word Repetition ◽  
Speech Disfluency

Each of 121 stutterers and 121 nonstutterers read a passage three times consecutively. The following types of speech disfluency were identified from tape recordings of the readings: part-word repetition, word repetition, phrase repetition, interjection of sounds and syllables, revision, and disrhythmic phonation. With the exception of revision and interjection for stutterers, the adaptation effect was observed for each type of disfluency in both groups of subjects. These data are generally consistent with the hypothesis that the adaptation effect, as it has traditionally been studied in oral reading, does not differentiate stutterers from nonstutterers.

Frequency of Stuttering Following Repeated Unison Readings

1971 ◽  
Vol 14 (3) ◽  
pp. 519-524 ◽  
Author(s):  
Art Frank ◽  
Oliver Bloodstein
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Motor Plan ◽  
Almost All ◽  
Adaptation Phenomenon

The purpose of this study was to determine whether the decrease in stuttering which usually accompanies repeated oral readings of a passage (adaptation effect) requires the occurrence of stuttering, as is implied by almost all theories which have been advanced to explain the effect. Fifteen stutterers performed five relatively fluent readings of a 200-word passage in unison with an experimenter and a sixth reading independently. The amount of stuttering in the sixth reading was found to be essentially the same as in the sixth reading of an ordinary adaptation series by the same subjects. The inference was drawn that the adaptation effect is primarily adaptation to oral reading as such rather than to stuttering. It was suggested that the adaptation phenomenon results from rehearsal of the motor plan.

scholarly journals Speech Disfluency Made by Male and Female Learners at Kampung Inggris Semarang

2021 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Dhanan Abimanto ◽  
Yayuk Hidayah ◽  
Lili Halimah ◽  
Umar Al Faruq A Hasyim
Keyword(s):  
English Learners ◽  
Cognitive Factors ◽  
Dominant Type ◽  
Male And Female ◽  
Affective Factors ◽  
Word Repetition ◽  
Normal People ◽  
False Start ◽  
The Difference ◽  
Speech Disfluency

In utterance, there must be some disfluency whether in normal people or in stutterer. Moreover, the disfluency would be different if it was categorized into two based on the gender. The researchers’ figures out the disfluency based on the gender, male and female. The article was to find out any types of disfluency that appear on the male and female speeches, to find the dominant type of disfluency occured in male and female speeches, the difference between male and female speeches, and the factors causing the disfluency made by male and female speeches.  The sample was 24 English learners at Kampung Inggris Semarang, 12 males and 12 females. In collecting the data the researchers used observation and interview. In analysing the data, the researchers used the theory from Clark and Wasow supported by Johnson and Bortfeld et.al. The result showed that nine types of disfluency occur in learners’ speech, i.e filler, silent pause, revision, incomplete phrase, broken word, repetition, grammatical disfluency, prolongation, and false start. The dominant disfluency occured in male and female speeches was filler. In the dominant disfluency, males produced more filers than females, whereas silent pause was more produced in female speeches. Besides, there was some factors causing disfluency made by male and female learners of Kampung Inggris Semarang, which were related to psychological factors. It included cognitive factors and affective factors. In total, male produced more disfluency than female. Besides that male learner made more factors which could affect the disfluency in their speeches than female learners, male learners were more likely not in mastering grammar and vocabularies and getting prepared in materials. Keywords: Speech Disfulency, Factors Speech Disfluency, Disfluency

Duration of the Speech Disfluencies of Beginning Stutterers

1991 ◽  
Vol 34 (3) ◽  
pp. 483-491 ◽  
Author(s):  
Patricia M. Zebrowski
Keyword(s):  
Average Duration ◽  
Group Differences ◽  
Conversational Speech ◽  
Principal Characteristics ◽  
Word Repetition ◽  
Syllable Repetition ◽  
Whole Word ◽  
Speech Disfluency ◽  
Age Range ◽  
Age And Sex

This study compared the duration of within-word disfluencies and the number of repeated units per instance of sound/syllable and whole-word repetitions of beginning stutterers to those produced by age- and sex-matched nonstuttering children. Subjects were 10 stuttering children [9 males and 1 female; mean age 4:1 (years:months); age range 3:2–5:0], and 10 nonstuttering children (9 males and 1 female; mean age 4:0; age range: 2:10–5:1). Mothers of the stuttering children reported that their children had been stuttering for 1 year or less. One 300-word conversational speech sample from each of the stuttering and nonstuttering children was analyzed for (a) mean duration of sound/syllable repetition and sound prolongation, (b) mean number of repeated units per instance of sound/syllable and whole-word repetition, and (c) various related measures of the frequency of all between- and within-word speech disfluencies. There were no significant between-group differences for either the duration of acoustically measured sound/syllable repetitions and sound prolongations or the number of repeated units per instance of sound/syllable and whole-word repetition. Unlike frequency and type of speech disfluency produced, average duration of within-word disfluencies and number of repeated units per repetition do not differentiate the disfluent speech of beginning stutterers and their nonstuttering peers. Additional analyses support findings from previous perceptual work that type and frequency of speech disfluency, not duration, are the principal characteristics listeners use in distinguishing these two talker groups.

The Influence of Linguistic and Situational Variables on Phonemic Accuracy in Apraxia of Speech

1972 ◽  
Vol 15 (3) ◽  
pp. 639-653 ◽  
Author(s):  
Jon L. Deal ◽  
Frederic L. Darley
Keyword(s):  
Oral Reading ◽  
Apraxia Of Speech ◽  
Response Delay ◽  
Experimental Conditions ◽  
Weighting Method ◽  
Visual Monitoring ◽  
Grammatical Class ◽  
Situational Variables ◽  
Word Repetition ◽  
Omission Errors

Twelve subjects with apraxia of speech and minimal aphasic involvement were tested in four experimental conditions: effects of instructions, the effect of three different experimentally imposed response-delay intervals on a word-repetition task, the effect of noise, and the effect of visual monitoring. Also studied in one or more of these conditions were the loci of errors in oral reading, the apraxic subjects' ability to predict and to recognize their errors, and the nature of the errors made. Under the conditions in which they were studied, instructions, response-delay intervals, noise, and visual monitoring had no significant influence on phonemic accuracy. Subjects with apraxia of speech had significantly more difficulty with three- syllable words than with one-syllable words. They made more errors on words weighted high (Brown’s word-weighting method) than on words weighted low; word length and grammatical class appeared to be important characteristics influencing increases in errors. The ability of apraxic subjects to predict errors appears to be an individual characteristic; the ability to recognize errors appears to be a group characteristic. Subjects consistently made substitution, repetition, addition, and omission errors. The results support the contention that apraxia of speech is a motor programming disorder.

Adaptation Performances of Individual Stutterers: Implications for Research

1963 ◽  
Vol 6 (3) ◽  
pp. 293-294 ◽  
Author(s):  
Parley W. Newman
Keyword(s):  
Oral Reading ◽  
Adaptation Effect ◽  
Research Application ◽  
Reading Condition ◽  
The Individual

The individual adaptation performances of 20 stutterers under a self-formulated speaking condition and an oral reading condition are reviewed and discussed. The observations that some stutterers do not adapt under certain conditions leads to the formulation of an hypothesis concerning a research application of the adaptation effect.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

Phonological and Spatial Processing Abilities in Language- and Reading-Impaired Children

1988 ◽  
Vol 53 (3) ◽  
pp. 316-327 ◽  
Author(s):  
Alan G. Kamhi ◽  
Hugh W. Catts ◽  
Daria Mauer ◽  
Kenn Apel ◽  
Betholyn F. Gentry
Keyword(s):  
Phonological Processing ◽  
Spatial Information ◽  
Normal Children ◽  
Language Impaired ◽  
Word Repetition ◽  
Paper Folding ◽  
Syllable Segmentation ◽  
Processing Abilities ◽  
Impaired Children ◽  
Better Than

In the present study, we further examined (see Kamhi & Catts, 1986) the phonological processing abilities of language-impaired (LI) and reading-impaired (RI) children. We also evaluated these children's ability to process spatial information. Subjects were 10 LI, 10 RI, and 10 normal children between the ages of 6:8 and 8:10 years. Each subject was administered eight tasks: four word repetition tasks (monosyllabic, monosyllabic presented in noise, three-item, and multisyllabic), rapid naming, syllable segmentation, paper folding, and form completion. The normal children performed significantly better than both the LI and RI children on all but two tasks: syllable segmentation and repeating words presented in noise. The LI and RI children performed comparably on every task with the exception of the multisyllabic word repetition task. These findings were consistent with those from our previous study (Kamhi & Catts, 1986). The similarities and differences between LI and RI children are discussed.

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