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Perceptions of benefits of speech therapy, success of therapy across clinical settings, reasons for returning to therapy, client-clinician relationships, and clinicians' competency were assessed in 57 participants (47 men, 10 women; M age = 34 yr.) trying a new therapy. A majority of respondents had cumulatively five or more years in therapy and at least two stuttering therapies. Respondents rated university or hospital settings as more successful than services in public schools. 70% of the respondents noted difficulty communicating basic needs; they blamed themselves for inability to maintain posttherapeutic gains while perceiving their clinicians to be competent and attentive ? although 47% of the respondents had minimal to no contact with their therapist after therapy.

The aim of the study was to evaluate the role of steady-state and dynamic visual gestures of vowels in stuttering inhibition. Eight adults who stuttered recited sentences from memory while watching video presentations of the following visual speech gestures: (a) a steady-state /u/, (b) dynamic production of /a-i-u/, (c) steady-state /u/ with an accompanying audible 1kHz pure tone, and (d) dynamic production of /a-i-u/ with an accompanying audible 1kHz pure tone. A 1kHz pure tone and a no-external signal condition served as control conditions. Results revealed a significant main effect of auditory condition on stuttering frequency. Relative to the no-external signal condition, the combined visual plus pure tone conditions resulted in a statistically significant reduction in stuttering frequency. In addition, a significant difference in stuttering frequency was also observed when the visual plus pure tone conditions were compared to the visual only conditions. However, no significant differences were observed between the no-external signal condition and visual only conditions, or the no-external signal condition and pure tone condition. These findings are in contrast to previous findings demonstrated by similar vowel gestures presented via the auditory modality that resulted in high levels of stuttering inhibition. The differential role of sensory modalities in speech perception and production as well as their individual capacities to transfer gestural information for the purposes of stuttering inhibition is discussed.

This dissertation is comprised of four studies investigating the hypothesis that adults and children who stutter differ from their same-age fluent peers in the neuroanatomy and neurophysiology underlying auditory speech processing. It has been consistently reported that adults who stutter demonstrate unique functional neural activation patterns during speech production, including reduced auditory activation, relative to nonstutterers. The extent to which these functional differences are accompanied by abnormal morphology of the brain in stutterers is unclear. The first study in this dissertation examined the neuroanatomical differences in speech-related cortex between adults who do and do not stutter using magnetic resonance imaging and voxel-based morphometry analyses. Adults who stutter were found to have localized grey matter volume increases in auditory and motor speech related cortex. The second study extended this line of research to children who stutter, who were found to have localized grey matter volume decreases in motor speech related cortex. Together, these studies suggest an abnormal trajectory of regional grey matter development in motor speech cortex of people who stutter. The last two studies investigated the mechanism underlying the repeated findings of reduced auditory activation during speech in people who stutter in more detail. Magnetoencephalography was used to investigate the hypothesis that people who stutter have increased speech induced suppression of early evoked auditory responses. Adults and children who stutter demonstrated typical levels of speech induced suppression relative to fluent peers. However, adults and children who stutter showed differences from peers in the timing of cortical auditory responses. Taken together, the studies demonstrate structural and functional abnormalities in brain regions related to auditory processing and point to the possibility that people who stutter have difficulty forming the neural representations of speech sounds necessary for fluent speech production.

Cette thèse consiste en l’analyse du jeu dans les deux œuvres littéraires majeures de Lewis Carroll, Alice’s Adventures in Wonderland et Through the Looking-Glass, œuvres qui accordent la part belle au jeu, tant au niveau diégétique, narratologique que stylistique et linguistique. Il en ressort qu’une tension entre liberté et règle (entre paidia, l’expression impulsive d’un instinct de jeu, et ludus, le besoin de créer des règles et de s’y plier, pour utiliser les termes de Caillois) traverse les Alice. L’étude des jeux et jouets, des macro- et micro-structures, du style et des intertextes, permet d’affirmer que ces deux volumes sont résolument ludiques, car ils reposent sur une légaliberté, une liberté dans et par une légalité (Duflo). Ils jouent avec et contre les attentes, la langue et les connaissances du lecteur de sens commun. Toutefois, dans le même temps, le champ d’action du lecteur virtuel est considérablement restreint : ses facultés d’idéation sont orientées par l’imbrication du texte et des illustrations, et sa participation à la construction du texte carrollien se borne à compléter les « blancs » textuels, tel que Eco les définit, c’est-à-dire à faire ressurgir les déjà-dits qui ont été effacés. Les œuvres carrolliennes sont ainsi caractérisées par ce paradoxe : alors que la diégèse et l’économie textuelle semblent promouvoir le jeu, le rôle du Lecteur Modèle prévu par le texte est extrêmement réduit. Cependant, il est possible pour le lecteur réel, interpellé par le texte carrollien et son Auteur, d’endosser le rôle de Lecteur Imposteur, de les contre-interpeller, et de devenir, par ce processus de subjectivation, un lecteur pleinement joueur. Il s’avère alors que la légaliberté permet non seulement de saisir l’esthétique du jeu, mais aussi la formation des sujets (personnages, auteurs, lecteurs) à l’œuvre dans les Alice. / This thesis consists in an analysis of play and game(s) in Lewis Carroll’s two major literary works, Alice’s Adventures in Wonderland and Through the Looking-Glass, in which diegetic, narratological, stylistic and linguistic games play a significant part. It shows that a tension is at work throughout the Alice books, between freedom and rules (between paidia, the impulsive manifestation of a play instinct, and ludus, the need to invent rules and to abide by them, to state this in Caillois’s terms). The study of games and toys, of the macro- and micro-structures, of the style and the intertexts reveals the playfulness of these texts, as they rely on “legafreedom”, freedom in, and made possible by legality (Duflo). They play with and against the reader’s commonsensical expectations, language and knowledge. Yet, at the same time, the virtual reader’s playing field is considerably limited: his or her faculties of ideation are directed by the interweaving of text and illustrations, and his or her participation (involvement?) in constructing the Carrollian text is restricted to filling in the textual “blanks,” as defined by Eco, i.e. making the “already said” that has been erased reappear. Carroll’s works are, therefore, characterized by this paradoxical idea: while the diegesis and the textual economy seem to promote play, the role of the Model Reader as mapped out by the text is extremely circumscribed. However, the real reader, interpellated by the Carrollian text and its Author, can take on the role of the Impostor Reader, counter-interpellate them, and become, thanks to this process of subjectification, a consummate playing reader. As such, “legafreedom” makes it possible to understand not only the aesthetics of play, but also the formation of subjects (characters, authors, readers) in the Alice books.

Made available in DSpace on 2015-05-14T12:43:03Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1310227 bytes, checksum: 04da33952d4cd23496fa53ef618ff840 (MD5) Previous issue date: 2014-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to explain how is the processing of coreference in people who stutter (PWS), reflecting on the possibility of an association between stuttering and the presence of difficulties in procedural memory, from the relationship between Alm's Dual Premotor Model (2005) and Ullman´s Declarative/Procedural Model (2001). It is proposed, then, a hypothesis about the connection between the presence of dysfunctions in procedural memory and the linguistic processing of PQG, which was investigated through the ASRT test (Alternating Serial Reaction Time) of procedural memory and two experiments of self-paced reading to the investigation of the phenomenon of inter and intrasentential coreference. In the ASRT test (experiment 1) performed to measure the degree of implicit learning of the participants, the findings suggested a tendency of the groups (PQC and FF) to behave distinctively. PQG showed a pattern of ascending curve, with a positive Spearman's coefficient for the variable cycle, expressing an increase in time of reaction as it increased the number of cycles (stimuli). Which we interpreted as a possible difficulty in the PQG in implicit learning of motor sequences. And the FF showed a descending curve, confirmed by a negative Spearman's coefficient for the variable cycle. Demonstrating that the procedural learning for this group occurred quickly, i.e., the reaction time of the FF reduced as there was an increase in the number of cycles. With these indications that PQG present difficulties in procedural memory, which could interfere in the processing of grammatical aspects according to our hypothesis, we set out to the investigation of the linguistic processing. In experiment 2, the intersentential coreference, performed with the aim at investigating the processing of lexical pronoun (PR) and the repeated name (NR) in the object position between FF and PQC, the results showed that there is no difference in this type of processing between FF and PQC, since both groups showed similar patterns in the average reading time of the critical segment. However, there were a significant effect for the variable tipo de retomada, showing that PR are processed faster than the NR, as previously found by Leitão (2005). Thus, in order to investigate how was grammar functioning in PQG and to attest the hypothesis defended in this dissertation, we set out to the analysis of the phenomenon of coreference in the intrassentential level, in order to isolate the grammatical aspect and eliminate possible interference from the pragmatic and contextual factors. The results pointed to the absence of main effect for the variable group, however, we found a marginally significant interaction effect between the variables group and type of sentence. This interaction can be explained by the fact that the groups react differently to the conditions, departing from the observation that there is an inverse behavior between them, i.e., to the extent that FF are faster in the grammatical condition and slower in agramatical condition, PQG show the opposite pattern. Which corroborates our hypothesis that PQG would have difficulties in perception of breach of grammatical principle. This possibility, confirmed by the statistical evidence foreseen for our findings with the increase of sample, that it directs our search for rejecting the null hypothesis. / Esta dissertação tem por objetivo explanar como se dá o processamento da correferência em pessoas que gaguejam (PQG), refletindo sobre a possibilidade de associação entre a gagueira e a presença de dificuldades na memória procedimental, a partir da relação entre o Modelo Pré-Motor Duplo de Alm (2005) e o Modelo Declarativo/Procedimental de Ullman (2001). Lança-se, então, uma hipótese acerca da conexão entre a presença de disfunções na memória procedimental e o processamento linguístico das PQG, investigada por meio do teste ASRT (Alternating Serial Reaction Time) de memória procedimental e dois experimentos de leitura automonitorada para a investigação do fenômeno da correferência inter e intrassentencial. No teste ASRT (experimento 1) realizado para medir o grau de aprendizagem implícita dos participantes, os resultados encontrados apontaram para uma tendência dos grupos (PQG e FF) a comportarem-se de maneira distinta. As PQG evidenciaram um padrão de curva ascendente, com coeficiente de Spearman positivo para a variável ciclo, expressando um aumento do tempo de reação à medida que se aumentava o número de ciclos (estímulos). O que interpretamos como uma possível dificuldade das PQG na aprendizagem implícita das sequências motoras. E os FF evidenciaram uma curva descendente, confirmada pelo coeficiente de Spearman negativo para a variável ciclo. Demonstrando que a aprendizagem procedimental para este grupo ocorreu de maneira mais rápida, ou seja, o tempo de reação dos FF reduzia à medida que se aumentava o número de ciclos. De posse desses indícios de que as PQG apresentam dificuldades na memória procedimental, o que poderia interferir no processamento dos aspectos gramaticais de acordo com a nossa hipótese, partimos para a investigação do processamento linguístico. No experimento 2, de correferência intersentencial, realizado com o intuito de investigar o processamento do pronome lexical (PR) e do nome repetido (NR) em posição de objeto entre FF e PQG, os resultados obtidos evidenciaram que não há diferença nesse tipo de processamento entre FF e PQG, uma vez que ambos os grupos apresentaram padrões semelhantes no tempo médio de leitura do segmento crítico. No entanto, houve efeito significativo para a variável tipo de retomada, constatando que os PR são mais rapidamente processados do que o NR, conforme já encontrado em Leitão (2005). Dessa forma, a fim de investigar como se dava o funcionamento da gramática nas PQG e atestar de modo mais categórico a hipótese defendida nesta dissertação, partimos para a análise do fenômeno da correferência em nível intrassentencial, objetivando isolar o aspecto gramatical e eliminar as possíveis interferências dos fatores pragmáticos e contextuais. Os resultados obtidos apontaram a ausência de efeito principal para a variável grupo, no entanto, constatou-se um efeito de interação marginalmente significativo entre as variáveis grupo e tipo de sentença. Essa interação pode ser explicada pelo fato de os grupos reagirem diferentemente às condições, partindo da observação que há um comportamento invertido entre eles, ou seja, na medida em que os FF s são mais rápidos na condição gramatical e mais lentos na condição agramatical, as PQG apresentam o padrão oposto. O que corrobora com a nossa hipótese de que as PQG teriam dificuldades na percepção da violação do princípio gramatical. Possibilidade essa, confirmada por meio das evidências estatísticas previstas para os nossos resultados com o aumento da amostra, que direciona a nossa pesquisa para a rejeição da hipótese nula.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Cette étude présente l'un des parcours possibles d'analyse comparée sur la création poétique de la deuxième moitié du XXème siècle, en tâchant, sous l'égide de la notion de non-dualisme, de parvenir à la formulation de concepts qui puissent contribuer à redéfinir les épistémologies d'action propres à la poésie des années 1960-80 mais aussi, en perspective, de l'extrême contemporain. Cette approche de littérature générale nous amène à étudier des ouvrages d'auteurs hétérogènes, relevant du domaine moderniste francophone (Jean Daive, Michel Deguy, André du Bouchet, Denis Roche, Claude Royet-Journoud, etc.), germanophone (Paul Celan), et italien (Antonio Porta, Andrea Zanzotto, etc.), ainsi que de la poésie sonore (Bernard Heidsieck, Henri Chopin, Ernst Jandl, etc.) et de la poésie concrète, conceptuelle et minimaliste d'aire euro-américaine (Vito Acconci, Robert Barry, Aram Saroyan, etc.), dans la conscience qu'une proposition de théorie de la poésie ne saurait être formulée sans rendre compte des entrecroisements entre de multiples pratiques qui résultent, d'après l'étude des textes, étroitement reliées. Étant donnée la perspective théorique qui caractérise cette thèse, une attention particulière est consacrée aux interactions entre poésie, poétique et philosophie, la French Theory d'une part et la pensée de Wittgenstein de l'autre constituant les deux apports principaux pour la formulation des concepts proposés. Cette étude souhaite enfin offrir une proposition alternative de théorie de la poésie moderne, et elle est par conséquent en dialogue critique avec d'autres approches de ce genre, notamment celles de Jean-Marie Gleize, de Michael Hamburger et d'Henri Meschonnic. / This study proposes a comparative analysis of the poetry of the second half of XXth century. It aims, through the notion of non-dualism, to formulate concepts able to redefine the epistemologies of action of poetry from the 1960s to the 1980s but also, in a general perspective, of contemporary poetry. As a typical approach in general literary studies and literary theory, this thesis investigates the work of heterogeneous authors, with a focus on French (Jean Daive, Michel Deguy, André du Bouchet, Denis Roche, Claude Royet-Journoud, etc.), German (Paul Celan) and Italian modernism (Antonio Porta, Andrea Zanzotto, etc.), as well as sound poetry (Bernard Heidsieck, Henri Chopin, Ernst Jandl, etc.) and Euro-American concrete, conceptual and minimalist poetry (Vito Acconci, Robert Barry, Aram Saroyan, etc.). This choice is due to the scientific awareness that a proposition of a theory of poetry has to be formulated all the way through multiple approaches that result, thanks to text analyses, as deeply intertwined. Given the theoretical perspective of this dissertation, a specific attention is brought on the interactions among poetry, poetics and philosophy, French Theory and Wittgenstein being the two main inputs. Finally, this thesis wishes to offer an alternative proposition for a modern theory of poetry and it is therefore in a constant critical dialogue with other studies of the same genre, such as those of Jean-Marie Gleize, Michael Hamburger and Henri Meschonnic.

INTRODUÇÃO: A gagueira do desenvolvimento é uma patologia caracterizada por rupturas involuntárias no fluxo de fala, causadas por déficits no processamento neuromotor para a fala. Estes sintomas têm como consequência uma variedade de reações fisiológicas, comportamentais, cognitivas e emocionais para a pessoa que gagueja. O objetivo geral deste trabalho foi investigar os efeitos do tratamento fonoaudiológico para gagueira baseado em dispositivos de alteração de feedback auditivo, e compará-los aos efeitos do tratamento tradicional, baseado em estratégias comportamentais. MÉTODOS: Esta tese foi desenvolvida no formato de compilação de artigos científicos. Foram compilados três artigos, dois já publicados em periódicos com indexação na base de dados Web of Science e um terceiro artigo já submetido para publicação, em processo de revisão por pares. Foi incluída ainda uma análise crítica das contribuições dos artigos compilados para a área da Fonoaudiologia. RESULTADOS: Os estudos analisados não apresentaram diferenças significativas entre os resultados das duas abordagens terapêuticas investigadas; ambos os protocolos terapêuticos alcançaram melhora pós-tratamento, medida por meio da performance da fluência de fala e da qualidade de vida auto referida. CONCLUSÕES: Os dispositivos de alteração do feedback auditivo podem ser utilizados como recurso no tratamento da gagueira em adultos / INTRODUCTION: Developmental stuttering is a pathology characterized by involuntary disruptions in speech flow and is caused by deficits in neuromotor processing involved in speech production. These symptoms result in a variety of physiological, behavioral, cognitive and emotional consequences to the person who stutters. This study aimed to investigate the effects of a therapeutic approach for stuttering treatment based on altered auditory feedback devices, and to compare them with a traditional behavioral therapeutic approach. METHODS: This thesis is a compilation of two papers published in peerreviewed scientific journals indexed in the Web of Science database, and one unpublished manuscript, submitted to a scientific journal and currently awaiting review by peers. A critical analysis of the contributions of the compiled papers to the Speech-Language Pathology field was performed. RESULTS: The results presented in the analyzed papers did not show differences between the outcomes of the two therapeutic approaches; both protocols achieved improvements, as measured by speech fluency performance and selfreported quality of life. CONCLUSIONS: Altered auditory feedback devices may be used as a resource for the treatment of adults who stutter

INTRODUÇÃO: A gagueira é um distúrbio da fluência multidimensional que resulta da interação de múltiplos processos fisiológicos, refletindo mais de um fator causal. Evidências científicas atuais sustentam a hipótese de que pessoas que gaguejam possuem conexões anômalas em regiões auditivas do hemisfério esquerdo, envolvidas no feedback sensorial dos sons da fala. Desta forma, é prudente pensar que déficits na sincronia neural, identificados por meio de alterações em testes comportamentais do processamento temporal e nos potenciais evocados auditivos (PEA), possam estar relacionados a este tipo de distúrbio. OBJETIVO: caracterizar os resultados do teste Gaps in Noise (GIN) e dos PEA com estímulos de diferentes complexidades em crianças gagas e em crianças em desenvolvimento típico. MÉTODOS: Dez crianças gagas com idades entre sete e 11 anos (grupo estudo - GE) e seus pares nãogagos (grupo controle - GC) foram submetidos a avaliações audiológicas e eletrofisiológicas da audição por meio dos seguintes testes: medidas de imitância acústica, audiometria tonal, logoaudiometria, teste GIN, potencial evocado auditivo de tronco encefálico (PEATE) com estímulos clique e de fala e potencial evocado auditivo de longa latência (PEALL) com estímulo tone burst e de fala. Os resultados obtidos no GC e GE foram comparados por meio de testes estatísticos. RESULTADOS: Ambos os grupos apresentaram resultados normais no teste GIN, de acordo com os critérios de normalidade adotados, contudo, observou-se melhor desempenho no GE. Não foram encontradas diferenças significantes entre os grupos para os resultados do teste GIN. No PEATE com estímulo clique, todos os sujeitos avaliados apresentaram resultados dentro dos padrões de normalidade. Observou-se no GE maior variabilidade nos tempos de latência, bem como tendência à diferença estatisticamente significante entre as orelhas direita e esquerda para o interpico I-III. No PEATE com estímulo de fala, verificaram-se valores de latência da onda C e de amplitude do complexo VA significantemente maiores no GE. No PEALL com estímulo tone burst não foi observada diferença estatisticamente significante entre os grupos. Contudo, observaram-se alterações (ausência de componentes do PEALL) em três sujeitos do GE e em um do GC. No PEALL com estímulo de fala, em ambos os grupos, verificou-se diferença estatisticamente significante entre as orelhas direita e esquerda no que tange a latência da onda N2 e amplitudes P2-N2 e da onda P300. Foram observadas alterações (ausência de componentes do PEALL) em um sujeito do GE. CONCLUSÃO: Embora não tenham sido verificadas alterações de resolução temporal no grupo de crianças gagas por meio do teste comportamental realizado, os resultados dos testes eletrofisiológicos sugerem a presença de diferenças nos processos neurais envolvidos no processamento da informação acústica, entre crianças em desenvolvimento típico e crianças gagas, principalmente em se tratando de elementos de maior complexidade, como a fala / INTRODUCTION: Stuttering is a multidimensional speech disorder that results from the interaction of multiple physiological processes, which means there is more than one causal factor. Current scientific evidence supports the hypothesis that people who stutter have anomalous connections in auditory regions of the left hemisphere, involved in the sensory feedback of speech sounds. Thus, it is reasonable to suppose that deficits in neural synchrony, showed by abnormal results in behavioral tests of temporal processing and auditory evoked potentials (AEP), may be related to this type of disorder. OBJECTIVE: to characterize the results of the Gaps in Noise Test (GIN) and the AEP using stimuli of different complexity, in children who stutter and in typically developing children. METHODS: Ten children who stutter aged between seven and 11 years (study group - SG) and their non-stuttering peers (control group - CG) underwent audiological and electrophysiological evaluation using the following tests: acoustic immittance measures, tonal audiometry, speech audiometry, GIN test, speech- and click-evoked Auditory Brainstem Response (ABR), and Long Latency Response (LLR) with tone burst and speech stimuli. Statistical tests were carried out for comparisons between CG and SG. RESULTS: Both groups presented normal results in the GIN test, according to the normality criteria. However, the SG showed better performance. No significant differences were found between groups for the GIN test results. In the click-evoked ABR, all subjects presented results within the normal range. The SG showed greater variability concerning the latency values, as well as a statistical trend toward significance regarding differences between the right and left ears for the interpeak I-III. In speech-evoked ABR, the latency values of wave C and the amplitude of VA complex were significantly higher in SG. No statistically significant difference between groups was observed in LLR with tone burst stimulus. However, abnormal results were observed (absence of LLR components) in three subjects from the SG and in one subject from the CG. In the LLR with speech stimuli, statistically significant differences were found for both groups, regarding the N2 latency, P2-N2, and P300 amplitudes, when the right and left ears were compared. Abnormal results were observed (absence of LLR components) in one subject from the SG. CONCLUSION: Although auditory temporal resolution deficits were not evidenced by the GIN test in the group of children who stutter, the results of the electrophysiological tests suggest the presence of differences in neural processes related to the acoustic information processing, when compared to typically developing children, especially when more complex elements, such as speech, are considered