The Function of Repeating: The Relation Between Word class and Repetition Type in Developmental Stuttering
Published Date:Jul 24 2015
Source:Int J Lang Commun Disord. 51(2):128-136.
Pubmed Central ID:PMC4724559
Funding:P30 HD015052/HD/NICHD NIH HHS/United States
P30HD15052/HD/NICHD NIH HHS/United States
DC006477-01A2/DC/NIDCD NIH HHS/United States
T32-CH18921/CH/OID CDC HHS/United States
5R01DC000523-18/DC/NIDCD NIH HHS/United States
R56 DC000523/DC/NIDCD NIH HHS/United States
UL1 TR000445-06/TR/NCATS NIH HHS/United States
1 UL1 RR024975-01/RR/NCRR NIH HHS/United States
R01 DC000523/DC/NIDCD NIH HHS/United States
R01 DC006477/DC/NIDCD NIH HHS/United States
UL1 RR024975/RR/NCRR NIH HHS/United States
The purpose of the present study was to investigate repetitions associated with monosyllabic words in preschool-age children who stutter (CWS). Specifically, it was hypothesized that repetition type should vary according to word class in preschool-age CWS and children who do not stutter (CWNS).
Thirteen preschool-age CWS and 15 preschool-age CWNS produced age-appropriate narratives, which were transcribed and coded for part-word repetitions (PWR) and whole-word repetitions (WWR) occurring on monosyllabic words. Each repetition type location was also coded for word class (i.e., function vs. content).
Results indicated that although CWS and CWNS were significantly more likely to produce PWR on content words, this tendency did not differ between the two talker groups. Further, CWS and CWNS did not differ in their tendencies to produce PWR versus WWR overall, but the tendency to produce repetitions on function words was significantly greater for CWS versus CWNS.
Findings are taken to suggest that repetitions of monosyllabic words in young children are not easily explained from the perspective of phonological errors, but may instead be considered from an incremental planning of speech perspective.
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