No description available.

<p> Stuttering and social anxiety disorder (SAD) share characteristics such as fear and anxiety toward social situations. Despite similarities, the underlying cognitive biases that perpetuate these characteristics in SAD have only begun to be studied in stuttering. We investigated judgment bias, the overestimation of probability and cost of negative outcomes for social situations, in a sample of persons who stutter (PWS) and a sample of age- and gender-matched typically fluent controls (NPWS). There were no between-group differences for trait anxiety. Although results indicated no between-group differences in judgment bias for social situations, further investigation revealed significant differences in judgment bias for social situations between PWS with high FNE and PWS with low FNE. Group differences were observed between PWS with high FNE, PWS with low FNE, and NPWS for distribution of judgment bias for different types of situations. PWS with high FNE perceived positive and mildly negative social scenarios as more threatening that the other two groups did. Future directions to evaluate potential treatment options for PWS such as measurement of faulty attention or interpretation bias in PWS are discussed.</p>

<p> Caregivers interacting with young children in natural settings have been found to provide language input that is in tune with the child's output in terms of mean length of utterance (MLU). Previous research suggests that caregivers provide language input within the child's proximal zone of language development, that is 2.0-3.0 morphemes ahead of their child's MLU. The purpose of this exploratory study was to investigate whether speech-language pathologists (SLP) working in early intervention tailor their input in the same way. </p><p> Communication interactions between six speech-language pathologists and their toddler aged clients between the ages of 28 and 33 months were audio recorded during one of their regularly scheduled speech and language intervention sessions. MLUs for the SLPs and the children were calculated for each intervention dyad via the Systematic Analysis of Language Transcripts (SALT) version 2012 computer software program. The MLU of each SLP was then compared to the MLU of her client. Data analysis revealed that three of the six SLPs directed their language input to the child at levels within the child's proximal zone of language development, between 2.0 and 3.0 morphemes greater than the child's MLU. The other three SLPs provided input at levels that exceeded the 2.0 to 3.0 morpheme range. Qualitative analysis suggest that factors other than the children's MLUs, such as their language comprehension levels, may have been a factor in the complexity levels of the SLPs input. Future research, employing larger sample sizes and careful measures of the children's language comprehension and cognitive levels, is indicated.</p>

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 110-122) Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-137).

Thesis (M.S.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-53).

Thesis (B.Sc)--University of Hong Kong, 2007. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-31). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1959. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-95).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 101-106).

Thesis (Ph. D.)--Washington State University, May 2006. / Includes bibliographical references (p. 37-45).