Lexical Access, Story Re-Telling and Sequencing Skills in Adults Who Clutter and Those Who Do Not

Autor/inn/en	Bretherton-Furness, Jessica; Ward, David
Titel	Lexical Access, Story Re-Telling and Sequencing Skills in Adults Who Clutter and Those Who Do Not
Quelle	In: Journal of Fluency Disorders, 37 (2012) 4, S.214-224 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-730X
DOI	10.1016/j.jfludis.2012.09.001
Schlagwörter	Semantics; Story Telling; Adults; Control Groups; Speech Language Pathology; Language Fluency; Communication Disorders; Language Skills; Language Processing; Language Impairments; Comparative Analysis; Diagnostic Tests; Disability Identification; Clinical Diagnosis + Suchen Sie Ihr Suchwort? Semantik; Language skill; Language skills; Sprachkompetenz; Kommunikationsstörung; Sprachverarbeitung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test
Abstract	Cluttering is a rate-based disorder of fluency, the scope of whose diagnostic criteria currently remains unclear. This paper reports preliminary findings from a larger study which aims to determine whether cluttering can be associated with language disturbances as well as motor and rate based ones. Subtests from the Mt Wilga High Level Language Test (MWHLLT) were used to determine whether people who clutter (PWC) have word finding difficulties, and use significantly more maze behaviours compared to controls, during story re-telling and simple sequencing tasks. Independent t tests showed that PWC were significantly slower than control participants in lexical access and sentence completion tasks, but returned mixed findings when PWCs were required to name items within a semantic category. PWC produced significantly more maze behaviour than controls in a task where participants were required to explain how to undertake commonly performed actions, but no difference in use of maze behaviour was found between the two groups when retelling a story from memory. The implications of these findings are discussed. Educational objectives: (a) To identify issues surrounding the difficulties in diagnosing cluttering, (b) to identify and describe previous accounts of a language component in cluttering, (c) to describe how difficulties with lexical access and maze behaviour might be associated with cluttering, (d) to describe how data from the current research inform our present understanding of theories on cluttering. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10