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dc.contributor.advisorCurlee, Richard F.en_US
dc.contributor.authorMaske, Wendy Susanne, 1967-
dc.creatorMaske, Wendy Susanne, 1967-en_US
dc.date.accessioned2013-04-03T13:13:55Z
dc.date.available2013-04-03T13:13:55Z
dc.date.issued1992en_US
dc.identifier.urihttp://hdl.handle.net/10150/278128
dc.description.abstractThe purpose of this study was to determine the effect of utterance length and meaningfulness on the speech initiation times of stuttering and nonstuttering children. Subjects were 36 elementary school students: 18 stutterers and 18 nonstutterers matched by age, grade, and gender. Each child produced 23 each of a short meaningful, long meaningful, and long nonsense utterance in response to a visual cue. Results are consistent with other studies that found stutterers to be slower than nonstutterers when responding verbally to an external cue. It is also apparent that nonstuttering, stuttering-only, and stuttering-plus children are affected differently by utterance length and meaningfulness. This indicates that the three groups may process speech motor events for verbal responses differently.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectHealth Sciences, Speech Pathology.en_US
dc.titleEffect of utterance length and meaningfulness on the speech initiation times of stuttering and nonstuttering childrenen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1348502en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameM.S.en_US
dc.identifier.bibrecord.b27588890en_US
refterms.dateFOA2018-06-22T23:08:07Z
html.description.abstractThe purpose of this study was to determine the effect of utterance length and meaningfulness on the speech initiation times of stuttering and nonstuttering children. Subjects were 36 elementary school students: 18 stutterers and 18 nonstutterers matched by age, grade, and gender. Each child produced 23 each of a short meaningful, long meaningful, and long nonsense utterance in response to a visual cue. Results are consistent with other studies that found stutterers to be slower than nonstutterers when responding verbally to an external cue. It is also apparent that nonstuttering, stuttering-only, and stuttering-plus children are affected differently by utterance length and meaningfulness. This indicates that the three groups may process speech motor events for verbal responses differently.


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