STUTTERING AND DISORDERED PHONOLOGY IN CHILDREN

描述：（改编自研究者摘要）：百分比 （30-40%）口吃的幼儿也表现出语音障碍 远大于语音紊乱的百分比（2-6%）， 一般人口。 不幸的是，没有完全令人满意的理论 目前存在的原因是， 或混乱的音韵，更不用说他们共同出现。 它将 然而，似乎它们的共同出现提供了一个独特的窗口， 可能导致、加重或维持这两种疾病的变量。 一种理论 最近提出的解释口吃是基于正常的模型， 流利的语言表达能力。 这种隐性修复假说 (CRH)表明口吃儿童的语音编码 受损 当这些孩子做出 他们的语音选择太快了 由于这些过于迅速的 语音选择，口吃的孩子更容易做出选择， 错误，从而导致他们更频繁地自我修复（自我纠正）， 导致口吃。 该项目旨在评估以下方面的差异：（1）文字的自我修复 有系统的（规则支配的）与无系统的（“口误”） 言语错误，（2）口吃的话与没有系统 语音错误，（3）音节复杂性的话，与没有 非系统性言语错误;（4）自我修正与非系统性言语错误的比率 口吃儿童与不口吃儿童的言语错误， 和（5）非系统性言语错误和言语不流利， 语音促进与非促进图片命名反应。 这些研究的发现将具有重要的理论意义 对于口吃的发生和发展，将口吃置于更广泛的 正常和异常言语和语言发展的背景，并告知 口吃儿童的诊断和治疗方法。

DESCRIPTION: (Adapted from the investigator s abstract): The percentage (30-40%) of young children who stutter who also exhibit disordered phonology is far greater than the percentage (2-6%) of disordered phonology in the general population. Unfortunately, no completely satisfactory theory currently exists to account for the separate occurrence of either stuttering or disordered phonology, much less their common co-occurrence. It would appear, however, that their co-occurrence offers a unique window into the variables that may cause, exacerbate or maintain both disorders. One theory recently advanced for explaining stuttering is based on the model of normal fluent speech production developed by Levelt. This covert-repair hypothesis (CRH) suggests that the phonological encoding of children who stutter is impaired. This impairment is most problematic when these children make their phonological selections too rapidly. Due to these overly-rapid phonological selections, children who stutter are more apt to make selection errors, thus causing them to more frequently self-repair (self-correct), with resulting stutterings. The project seeks to assess differences between: (1) self-repairs in words with systematic (rule-governed) versus nonsystematic ("slips of the tongue") speech errors, (2) stutterings in words with versus without systematic speech errors, (3) syllable complexity in words with versus without non-systematic speech errors, (4) the ratio of self-repairs to nonsystematic speech errors in children who stutter versus children who do not stutter, and (5) nonsystematic speech errors and speech disfluencies associated with phonologically facilitated versus non-facilitated picture naming responses. Findings from these studies will have important theoretical implications for onset and development of stuttering, place stuttering within the broader context of normal and abnormal speech and language development, and inform diagnostic and treatment approaches for children who stutter.