An Exploratory Study of Performance Regression Introducing Code Changes

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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Disfluency: An Exploratory Study of the Effects of Subcortical Stroke

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_36_f_149 ◽

2009 ◽

Vol 36 (Fall) ◽

pp. 149-156

Author(s):

Charles Ellis ◽

Maude Rittman

Keyword(s):

Exploratory Study

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An exploratory study from the patients' perspective of living with allergies

Journal of Clinical Nursing ◽

10.1046/j.1365-2702.1997.00112.x ◽

1997 ◽

Vol 6 (5) ◽

pp. 371-377

Author(s):

Wendy Zernike ◽

Tracie Corish ◽

Sylvia Henderson

Keyword(s):

Exploratory Study ◽

Patients Perspective

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The Role of Visual Distractors in the Simon Effect

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000382 ◽

2017 ◽

Vol 64 (6) ◽

pp. 387-397 ◽

Cited By ~ 1

Author(s):

Luisa Lugli ◽

Stefania D’Ascenzo ◽

Roberto Nicoletti ◽

Carlo Umiltà

Keyword(s):

Simon Effect ◽

Simon Task ◽

Automatic Generation ◽

Spatial Code ◽

Attentional Model ◽

Previous Evidence ◽

Spatial Stimulus ◽

Attentional Resources ◽

Code Changes

Abstract. The Simon effect lies on the automatic generation of a stimulus spatial code, which, however, is not relevant for performing the task. Results typically show faster performance when stimulus and response locations correspond, rather than when they do not. Considering reaction time distributions, two types of Simon effect have been individuated, which are thought to depend on different mechanisms: visuomotor activation versus cognitive translation of spatial codes. The present study aimed to investigate whether the presence of a distractor, which affects the allocation of attentional resources and, thus, the time needed to generate the spatial code, changes the nature of the Simon effect. In four experiments, we manipulated the presence and the characteristics of the distractor. Findings extend previous evidence regarding the distinction between visuomotor activation and cognitive translation of spatial stimulus codes in a Simon task. They are discussed with reference to the attentional model of the Simon effect.

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