A Study on the Concept of the Whole Word Repetition in Topographical Analysis

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.

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DISFLUENCIES IN STAND-UP COMEDY: A PSYCHOLINGUISTIC ANALYSIS ON DREW LYNCH'S STUTTERING

LEKSEMA Jurnal Bahasa dan Sastra ◽

10.22515/ljbs.v5i1.2075 ◽

2020 ◽

Vol 5 (1) ◽

pp. 27

Author(s):

Widya Nindi Hardianti ◽

Rohmani Nur Indah

Keyword(s):

Qualitative Method ◽

Speech Sound ◽

Stand Up Comedy ◽

Word Repetition ◽

Whole Word ◽

Descriptive Qualitative

Difficulties of producing speech sound in stutterers are indicated by the repetition, pause, prolongation, revision, and filled pause on the speaking. However, such difficulties do not hinder the communication as shown in the speech of a stand-up comedian named Drew Lynch. This study aims at exploring the types of fluency disorder identified in Lynch’s utterances on stage. This study uses the descriptive qualitative method employed through the process of observing, transcribing, describing, and analyzing his utterances in American Got Talent videos. The result shows Lynch produces all kinds of disfluency covering filled pause, phrase repetition, revision, multisyllabic whole-word repetition, monosyllabic whole-word repetition, repetition of individual sound or syllable, prolongation of sound, and block. The monosyllabic whole-word repetition is more dominant. The combination happens between revision with monosyllabic whole-word repetition, prolongation, or multisyllabic whole-word repetition. These findings confirm that in the context of stand-up comedy, the disfluencies in stuttering do not hamper the transfer of meaning.

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

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5303.316 ◽

1988 ◽

Vol 53 (3) ◽

pp. 316-327 ◽

Cited By ~ 109

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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Nonfluencies of Preschool Stutterers and Conversational Partners

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5401.106 ◽

1989 ◽

Vol 54 (1) ◽

pp. 106-112 ◽

Cited By ~ 20

Author(s):

Susan C. Meyers

Keyword(s):

Whole Word

Nonfluencies produced by 12 stutterers (2–6 years old) interacting in three dyadic sessions were analyzed. A stutterer played with his own mother, own father, and a familiar peer for 10 rain. Results indicated that the total frequencies and types of nonfluency observed were very similar in each of the play situations. Although stutterers exhibited more part-word repetitions and prolongations than any other type of nonfluency, they did not differ in the amount and type of nonfluency when talking to their three conversational partners. Because children have more breakdowns in fluency than adults, it was not surprising that peers were more nonfluent when talking to the stutterer than were the parents. Peers used significantly more part- and whole-word repetitions, tense pauses, and interjections than the parents did. The nonfluency levels of the parent partners were quite similar when talking to the stutterers.

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Age-Related Differences in Processing Dynamic Information to Identify Vowel Quality

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3504.892 ◽

1992 ◽

Vol 35 (4) ◽

pp. 892-902 ◽

Cited By ~ 16

Author(s):

Robert Allen Fox ◽

Lida G. Wall ◽

Jeanne Gokcen

Keyword(s):

Older Adults ◽

Vowel Quality ◽

Perceptual Cues ◽

Dynamic Information ◽

Process Dynamic ◽

Center Condition ◽

Age Related ◽

Control Version ◽

Older Subjects ◽

Whole Word

This study examined age-related differences in the use of dynamic acoustic information (in the form of formant transitions) to identify vowel quality in CVCs. Two versions of 61 naturally produced, commonly occurring, monosyllabic English words were created: a control version (the unmodified whole word) and a silent-center version (in which approximately 62% of the medial vowel was replaced by silence). A group of normal-hearing young adults (19–25 years old) and older adults (61–75 years old) identified these tokens. The older subjects were found to be significantly worse than the younger subjects at identifying the medial vowel and the initial and final consonants in the silent-center condition. These results support the hypothesis of an age-related decrement in the ability to process dynamic perceptual cues in the perception of vowel quality.

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The Direction of Affective Priming as a Function of Trait Anxiety When Naming Target Words With Regular and Irregular Pronunciation

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.51.3.180 ◽

2004 ◽

Vol 51 (3) ◽

pp. 180-190 ◽

Cited By ~ 15

Author(s):

Michael P. Berner ◽

Markus A. Maier

Keyword(s):

Trait Anxiety ◽

Reading Aloud ◽

Naming Task ◽

Affective Priming ◽

Priming Effects ◽

Expected Effect ◽

Negative Affective Priming ◽

Whole Word ◽

German Data ◽

Target Words

Abstract. Results from an affective priming experiment confirm the previously reported influence of trait anxiety on the direction of affective priming in the naming task ( Maier, Berner, & Pekrun, 2003 ): On trials in which extremely valenced primes appeared, positive affective priming reversed into negative affective priming with increasing levels of trait anxiety. Using valenced target words with irregular pronunciation did not have the expected effect of increasing the extent to which semantic processes play a role in naming, as affective priming effects were not stronger for irregular targets than for regular targets. This suggests the predominant operation of a whole-word nonsemantic pathway in reading aloud in German. Data from neutral priming trials hint at the possibility that negative affective priming in participants high in trait anxiety is due to inhibition of congruent targets.

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