Chapter 6 Flashcards
Types of Psychological Theories Causes of stuttering:
____- emotional trauma or personality conflict
____- a learned behavior reinforced by environmental variables
____- a breakdown in the process for generating language
psychoemotional- emotional trauma or personality conflict
psychobehavioral - a learned behavior reinforced by environmental variables
Psycholinguistic- a breakdown in the process for generating language
Examples of Psychoemotional Theories
- Stuttering is a symptom of…
- Stuttering is a symptom of a personality …..
- Stuttering is a symptom of ___ following a psychological ____
- Stuttering is a symptom of repressed unconscious conflicts or urges
- Stuttering is a symptom of a personality disorder or neurosis
- Stuttering is a symptom of maladjustment following a psychological trauma
What evidence would support a psychoemotional cause?
- Onsets coincide with ____ events
- ___ __ far more frequent than ___ ___
- Recovery coincide with ___ ____ adjustment
- __ ___ evenly distributed across the lifespan
- Note: none of these are supported facts
- Onsets coincide with traumatic events
- Sudden onsets far more frequent than gradual onsets
- Recovery coincide with improved emotional adjustment
- Onset age evenly distributed across the lifespan
- Note: none of these are supported facts
Adult Personality and Stuttering
- ___ findings across studies
- Personality characteristics of PWS likely reflecting the ___ of stuttering, not its ___
- ___ ___ may be a contributing predisposing factor (but not, by itself, a cause
- Inconsistent findings across studies
- Personality characteristics of PWS likely reflecting the impact of stuttering, not its cause
- Trait anxiety may be a contributing predisposing factor (but not, by itself, a cause
Examples of Psychobehavioral TheoriesStuttering is acquired:
- -by a child who tries to …
- -when a child has learned to be __ and __ about speaking
- -after environmental stimuli have __ the behavior
- -when environmental demands ___ the speaker’s ____ for fluent speech
- by a child who tries to avoid unacceptable speech behavior
- when a child has learned to be anxious and tense about speaking
- after environmental stimuli have reinforced the behavior
- when environmental demands exceed the speaker’s capacities for fluent speech
Diagnosogenic Theory (Johnson)
- -___: the diagnosis causes the problem
- -Stuttering occurs when a speaker tries to…
- -Parents ___ and show ___ over disfluency, and then the child struggles to avoid
- -Diagnosogenic: the diagnosis causes the problem
- -Stuttering occurs when a speaker tries to avoid normally disfluent speech events
- -Parents disapprove and show concern over disfluency, and then the child struggles to avoid it
Negating Johnson’s Theory
- -Notable differences do exist in the speech of CWS. Parents are __ ___ to normal ___
- -___ occurs in some cases despite calling ___ to stuttering
- -Stuttering improves when ___ ___ (e.g., electric shock) were the consequence of stuttering
- -Notable differences do exist in the speech of CWS. Parents are not reacting to normal disfluency
- -Improvement occurs in some cases despite calling attention to stuttering
- -Stuttering improves when aversive stimuli (e.g., electric shock) were the consequence of stuttering
REVIEW OF Classical Conditioning:
If a ___ stimulus (bell) is paired with a __ __ stimulus (food) it can develop the power to….
Example: Pavlov’s dog salivates when a bell rings
If a neutral stimulus (bell) is paired with a naturally-occurring stimulus (food) it can develop the power to trigger the same response (saliva)
Example: Pavlov’s dog salivates when a bell rings
REVIEW OFOperant Conditioning:
–The consequence (food) of a response (standing) can….
–Example: When the rat stands up, food is delivered. Because the behavior was positively reinforced, the rat stands up more times
- -The consequence (food) of a response (standing) can change the response frequency.
- -Example: When the rat stands up, food is delivered. Because the behavior was positively reinforced, the rat stands up more times
Two-Factor Theory (Brutten & Shoemaker, 1967)
- Stuttering results from ___ ___ ___
- Two factors, ___ and ___ conditioning play a role
- Factor I: various ___ evoke ___ that disrupt speech movements
- Factor 2: __ ___ are reinforced because they ___ stuttering
- Stuttering results from conditioned negative emotion
- Two factors, classical and operant conditioning play a role
- Factor I: various cues evoke feelings that disrupt speech movements
- Factor 2: secondary behaviors are reinforced because they deter stuttering
Anticipatory-Struggle Hypothesis (Bloodstein, 1997)
- -A child struggles to ___ and finds it ___
- -__ and __ __ lead to a belief that talking is hard to do
- -Believing speech is___, the child adds undue ___ to the act
- -___ triggers the ___ of stuttering and struggle (tension) reactions
- -A child struggles to speak and finds it difficult
- -Frustration and repeated failure lead to a belief that talking is hard to do
- -Believing speech is difficult, the child adds undue tension to the act
- -Talking triggers the anticipation of stuttering and struggle (tension) reactions
Demands-Capacities Model (Starkweather & Gottwald, 1990)
Stutter events arise when various demands ___ the speaker’s ____ for fluent speech. For example, a child attempts speech performance beyond his/her abilities.
Stutter events arise when various demands exceed the speaker’s capacities for fluent speech. For example, a child attempts speech performance beyond his/her abilities.
Demands-Capacities Model (Starkweather & Gottwald, 1990)
–___ vs. ___ differ across children (cognitive, linguistic, motor, etc.)
–A child may have no deficits, but ….
–An ___ capacity may be a ___
For example: new vocabulary knowledge (demand) may exceed oral motor abilities (capacity) for producing the words
- -Capacities vs. demands differ across children (cognitive, linguistic, motor, etc.)
- -A child may have no deficits, but demands still exceed capacities
- -An advanced capacity may be a demand For example: new vocabulary knowledge (demand) may exceed oral motor abilities (capacity) for producing the words
Examples of Psycholinguistic Theories Stuttering results from:
- -An effort to ___ a __ ___ ___ before it surfaces (Covert Repair Hypothesis)
- -A ___ in ___ ___ responsible for uniting sound elements into syllables (fault line hypothesis)
- -A ___ ___ of either the sound fillers or the __ ___essential to execution of speech (neuropsycholinguistic theory)
- -An effort to correct a speech planning error before it surfaces (Covert Repair Hypothesis)
- -A defect in central processes responsible for uniting sound elements into syllables (fault line hypothesis)
- -A mistimed arrival of either the sound fillers or the syllable frames essential to execution of speech (neuropsycholinguistic theory)
