Does Working Memory Enhance or Interfere with Speech Fluency in Adults Who Do and Do Not Stutter? Evidence from a Dual-Task Paradigm

Autor/inn/en	Eichorn, Naomi; Marton, Klara; Schwartz, Richard G.; Melara, Robert D.; Pirutinsky, Steven
Titel	Does Working Memory Enhance or Interfere with Speech Fluency in Adults Who Do and Do Not Stutter? Evidence from a Dual-Task Paradigm
Quelle	In: Journal of Speech, Language, and Hearing Research, 59 (2016) 3, S.415-429 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-S-15-0249
Schlagwörter	Short Term Memory; Speech Skills; Stuttering; Evidence; Adults; Predictor Variables; Task Analysis; Accuracy; Speech Communication; Articulation (Speech); Error Patterns; Stimuli; Intervals + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mündliche Leistung; Sprachfertigkeit; Stammer; Stottern; Evidenz; Prädiktor; Aufgabenanalyse; Fehlertyp; Anreizsystem
Abstract	Purpose: The present study examined whether engaging working memory in a secondary task benefits speech fluency. Effects of dual-task conditions on speech fluency, rate, and errors were examined with respect to predictions derived from three related theoretical accounts of disfluencies. Method: Nineteen adults who stutter and twenty adults who do not stutter participated in the study. All participants completed 2 baseline tasks: a continuous-speaking task and a working-memory (WM) task involving manipulations of domain, load, and interstimulus interval. In the dual-task portion of the experiment, participants simultaneously performed the speaking task with each unique combination of WM conditions. Results: All speakers showed similar fluency benefits and decrements in WM accuracy as a result of dual-task conditions. Fluency effects were specific to atypical forms of disfluency and were comparable across WM-task manipulations. Changes in fluency were accompanied by reductions in speaking rate but not by corresponding changes in overt errors. Conclusions: Findings suggest that WM contributes to disfluencies regardless of stuttering status and that engaging WM resources while speaking enhances fluency. Further research is needed to verify the cognitive mechanism involved in this effect and to determine how these findings can best inform clinical intervention. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01