Sequence skill learning and the transition to automaticity in adults who stutter.
Published: 2006
Language: eng
Number of pages: 288
ISBN-13: 9780494220375
Description: The current studies investigated whether persons who stutter (PWS) showed poor motor sequencing skill after practice and on dual tasks compared to fluent speakers (PNS). Studies 1 and 2 compared the speech and nonspeech motor sequencing performance of 9 PWS and 9 PNS over practice. Significant group differences were found in sequence reaction time after practice, and on retention and transfer tests. Study 3 was a replication of Study 2 (the speech sequencing study) with 12 PWS and 12 PNS. Data from Studies 1, 2, and 3 supported the interpretation that PWS were less able than PNS to improve sequence reaction time. PWS were slower on both finger tapping and syllable reading sequences compared to PNS, suggesting that differences were not limited to the speech system.Two follow-up studies investigated the relationship between early stage skill learning and automaticity in PWS. Study 4 investigated the transition to increased automaticity after practice by PWS on a nonspeech sequencing task using a dual-task paradigm. In this study, 12 PWS and 12 PNS completed finger tapping sequences alone (single task condition) and simultaneously with a colour monitoring task (dual task condition). In Study 5, 8 PWS and 8 PNS read aloud nonsense syllable sequences alone (single task condition) and simultaneously with a colour monitoring task (dual task condition). For both studies, each group's speed and accuracy of sequencing performance were compared in each of the two conditions. Compared to the PNS, PWS demonstrated significantly slower performance after practice in the single task finger tapping condition, but not in the syllable reading condition. Studies 4 and 5 single condition results were comparable to the results of Study 1. PWS were also significantly less accurate under dual task conditions for both the finger tapping and the syllable reading experiments relative to PNS. This result suggested that the performance of PWS reflected significantly reduced automaticity development over practice relative to PNS. Deficits in sequence skill learning and automaticity development may represent important etiological components in the development and maintenance of stuttering.
Notes: Source: Dissertation Abstracts International, Volume: 68-01, Section: B, page: 0253.

Thesis (Ph.D.)--University of Toronto, 2006.

Electronic version licensed for access by U. of T. users.