The purpose of this study was to investigate effects of listener requests for clarification on dysfluency behavior and information content of stutterers' and nonstutterers' responses. Subjects were 40 boys (20 stutterers and 20 nonstutterers) between the ages of 5;0-6;8 years and 8;5-10;0 years. Two listener requests, "What?" and "I don't understand" were delivered on a time contingent basis during a one-hour conversation with the subject. Fluency and dysfluency measures included frequency and duration of stuttered words, within-word dysfluencies, pauses, and speech rate. Repair strategies were coded according to information content. Results indicated that responding to requests for clarification significantly decreased the frequency of dysfluencies for both groups. Stutterers were similar to nonstutterers in information content of repair strategy. Groups differed on pause measures, and there was a tendency for older children's fluency to be more disrupted by requests. Older children also used significantly more information in their responses to "I don't understand".
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.70185 |
| Date | January 1990 |
| Creators | Fortier-Blanc, Julie |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (School of Human Communication Disorders.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001214485, proquestno: AAINN67597, Theses scanned by UMI/ProQuest. |
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