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Nonspeech sequence skill learning under single and dual task conditions in adults who stutter.

The present study compared practice effects and learning abilities in 11 persons who stutter (PWS) and 12 persons who do not stutter (PNS) using a finger-tapping task under single and dual task conditions. Learning was measured by comparing performance curves of accuracy, reaction time, and sequence...

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Publicado en:Canadian Journal of Speech-Language Pathology & Audiology Vol. 39; no. 2; pp. 116 - 133
Autores principales: Bauerly, Kim R., De Nil, Luc F.
Formato: research tables/charts Journal Article
Publicado: Speech-Language & Audiology Canada Summer2015
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Summer2015
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      pub: Speech-Language & Audiology Canada
      place: Ottawa, Ontario
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        atl: Nonspeech sequence skill learning under single and dual task conditions in adults who stutter.
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        au:
          Bauerly, Kim R.
          De Nil, Luc F.
        affil: Department of Communication Disorders and Sciences, Plattsburgh State University, 224 Sibley Hall, Plattsburgh, NY 12901 U.S.A.
      sug:
        subj:
          Fluency Disorders In Adulthood
          Task Performance and Analysis
          Human
          Comparative Studies
          Male
          Adult
          Reading
          Speech Articulation Tests
          Skill Acquisition
          Memory
          Motor Skills
          Adult: 19-44 years
          Male
      ab:
        The present study compared practice effects and learning abilities in 11 persons who stutter (PWS) and 12 persons who do not stutter (PNS) using a finger-tapping task under single and dual task conditions. Learning was measured by comparing performance curves of accuracy, reaction time, and sequence duration. In addition, measures were obtained for retention of skill as well as interference effects during dual task conditions. For reaction time and sequence duration data, results showed that PNS' performance reached a plateau in performance while PWS' continued to show improvements in practice on day two. Tests of retention showed that PWS were able to retain the task following retention for accuracy and sequence duration but not reaction time. Although no significant interactions were found for tests of condition, additional assessment showed larger differences in finger tapping performance in PWS compared to PNS when transitioning from the single to dual task condition.
        La présente étude a comparé les effets de la pratique et les aptitudes d'apprentissage chez 11 personnes qui bégaient et 12 personnes qui ne bégaient pas en utilisant une tâche de tapotement des doigts dans des conditions de tâches simples et doubles. L'apprentissage a été mesuré en comparant les courbes de performance d'exactitude, de temps de réaction et de durée de séquence. En plus, on a obtenu des mesures pour la capacité de rétention ainsi que pour les effets d'interférence dans les conditions de tâches doubles. Pour les données de temps de réaction et de durée de séquence, les résultats ont montré que la performance des non bègues atteignait un plateau tandis que les bègues continuaient à s'améliorer dans la pratique, le deuxième jour. De plus, les résultats ont montré que les bègues étaient capables de retenir la tâche à la suite de la période de rétention pour l'exactitude et la durée de séquence, mais pas le temps de réaction. Même si on n'a pas trouvé d'interactions significatives, une évaluation additionnelle a montré des différences plus importantes dans la performance du tapotement de doigts chez les bègues, comparativement aux non bègues quand ils passaient d'une condition de tâche simple à une de tâche double.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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