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...
| Publicado en: | Canadian Journal of Speech-Language Pathology & Audiology Vol. 39; no. 2; pp. 116 - 133 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Speech-Language & Audiology Canada
Summer2015
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| Acceso en línea: | Ver este registro en EBSCOhost |