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Articles 1 - 2 of 2
Full-Text Articles in Medicine and Health Sciences
Nonword Reading In Children Who Do And Do Not Stutter, Bailey Broxson, Laura Qualls, Tram Nguyen
Nonword Reading In Children Who Do And Do Not Stutter, Bailey Broxson, Laura Qualls, Tram Nguyen
Student Research Symposium
Stuttering is a multifactorial disorder characterized by disruptions in the forward flow of speech (ASHA). Previous research has demonstrated that children and adults who stutter have phonological working memory systems that are less efficient and accurate than children and adults who do not stutter. This difference in phonological working memory plays a key role in the production of stuttered speech. Anecdotally, speech-language pathologists who work with children who stutter report that three clients also demonstrate difficulty decoding novel works during reading tasks. To date, the link between phonological working memory, stuttered speech, and reading have not been explored. The purpose …
The Distribution Of Talker Variability Impacts Infants’ Word Learning, Carolyn Quam, Sara Knight, Louann Gerken
The Distribution Of Talker Variability Impacts Infants’ Word Learning, Carolyn Quam, Sara Knight, Louann Gerken
Speech and Hearing Sciences Faculty Publications and Presentations
Infants struggle to apply earlier-demonstrated sound-discrimination abilities to later word learning, attending to non-constrastive acoustic dimensions (e.g., Hay et al., 2015), and not always to contrastive dimensions (e.g., Stager & Werker, 1997). One hint about the nature of infants’ difficulties comes from the observation that input from multiple talkers can improve word learning (Rost & McMurray, 2009). This may be because, when a single talker says both of the to-be-learned words, consistent talker’s-voice characteristics make the acoustics of the two words more overlapping (Apfelbaum & McMurray, 2011). Here, we test that notion. We taught 14-month-old infants two similar-sounding words in …