Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

FLUENCY > THEORIES OF STUTTERING DEVELOPMENT > Flashcards

THEORIES OF STUTTERING DEVELOPMENT Flashcards

1
Q

Puts together findings in a systematic way so that past phenomena are explained and future ones are predicted

A

theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

set of formal hypotheses about the etiology or the cause of stuttering

A

stuttering theories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

A supposition or proposed explanation made on the basis of limited evidence as a stating point for further investigation

A

hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What causes Stuttering?

A

There are no exact cause but there are a lot of contributing factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

true or false

Stuttering is a complex disorder composed of few levels or factors.

A

false

MANY levels or factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

One sign of the competent clinician is that ____

A

he or she does not casually provide an answer to the question of etiology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

age of onset

A

2-4

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

earlier theoretical perspectives of stuttering etiology

A
  • form of punishment for win on the part of the child/parent
  • moses was a person who stuttered
  • record of egyptians (nitnit)
  • narrative from the middle kingdom of egypt (the tale of the shipwrecked sailor”
  • problem with anatomical structure
  • Johann Dieffenbach’s operations
  • demosthenes’ use of pebbles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

nitnit or njtnjt means

A

“to talk hesitantly”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

theories explaining onset of stuttering

A

Psychological
Physiological
Learning
Multifactorial

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Suggesting that stuttering behaviors are a symptom indicative of an underlying psychological or emotional neurotic conflict

A

pscyhological theories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

told to place pebbles under his tongue and practice speaking loudly to the sea

A

demosthenes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

In this view, they see stuttering as a psychological problem

A

pscyhoanalytic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

a psychopathology and that the overt stuttering behaviors are symptomatic of a deep-seated psychological disorder

A

stuttering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Another term for neurotic or psychoanalytic explanation of stuttering

A

repressed need hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Stuttering to gain attention, sympathy or to avoid responsibilities

A

repressed need hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Fixation of psychological development at an oral or anal stage of infant sexual development

A

psychosexual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

learning theories

A

Diagnosogenic
Anticipatory Struggle
Classical and Operant Conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

At or near the onset of stuttering the speaker learns that speaking is difficult and subsequently learns to anticipate stuttering and struggles when attempting to produce fluent speech

A

learning theories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Stuttering is a learned behavior

A

learning theories: Anticipatory Struggle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what does Zeitgeist mean

A

trend

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

A belief that stuttering is caused by the misdiagnosis of typical dysfluencies as stuttering

A

diagnosogenic theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

if you continuously point out to someone na nagsstutter siya, mas dumadami stuttering nila

A

monster theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Stuttering, therefore, is created by the listener as normal breaks in fluency are shaped into stuttering

A

diagnosogenic theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Proposes that stuttering emerges from a child’s experiences of frustration and failure when trying to talk

A

anticipatory-struggle model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

This view also proposes that stuttering develops from the normal fluency breaks produced by young children

A

continuity hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

true of false

according to the continuity hypothesis, the development of stuttering is a consequence of the child’s trying to avoid normal fluency breaks that have been mislabeled

A

false, NOT a consequence but as tension and fragmentation increase especially for part-word repetitions, the pattern becomes chronic and the child is more likely to be e identified as someone who stutters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what stage in classical conditioning

The speech features of stuttering are a “form of fluency failure” which is believed to be associated with a negative emotional state (negative emotion causes initial fluency failure)

A

stage 1

25
Q

what stage in classical conditioning

Negative emotion and resulting fluency failure become linked to certain external stimuli through associative learning

A

stage 2

26
Q

what stage in classical conditioning

There is an extension of the range of stimuli to which the negative emotional response becomes associated.

A

stage 3

27
Q

what is classical conditioning

A

Stage 1
Unconditioned stimulus = food = stuttering OR negative emotion
Unconditioned response = salivation = negative emotion OR stuttering

Stage 2
Neutral Stimulus = bell = people/speaking situations
Unconditioned stimulus = food = stuttering OR negative emotion
Unconditioned response = salivation = negative emotion OR stuttering

Stage 3
Conditioned Stimulus = bell = people/ speaking situations/ conversations
Conditioned Response = Salivation = negative emotions OR Stuttering

28
Q

meant to increase behavior

A

reinforcement

29
Q

meant to decrease the behavior

A

punishment

30
Q

This physiological theory states that it is necessary for one hemisphere to be dominant over the other in order for speech movements to be properly synchronized and proposed that the left hemisphere was the more dominant in this process

A

cerebral dominance theory

31
Q

The phenomenon that one hemisphere of the brain (left or right) takes the lead or is stronger for a particular function.

A

hemispheric dominance

32
Q

This hypothesis attributes an inefficiency or over-adduction of the vocal folds as a core aspect of stuttering etiology

A

MODIFIED VOCALIZATION HYPOTHESIS

33
Q

iWhat physiological theory us under this: Although not specifically implicating the vocal folds, Starkweather (1995) stated that “elevated muscle activity is itself the proximal cause of stuttering behavior”

A

MODIFIED VOCALIZATION HYPOTHESIS

34
Q

What hypothesis is under this physiological theory: Expands on the role of the basal ganglia in stuttering by emphasizing their motor functions.

A

DUAL PREMOTOR SYSTEMS HYPOTHESIS

35
Q

This anatomical structure plays a key role in the automatization of fast motor sequences and provide timing cues to the supplementary motor area

A

basal ganglia

36
Q

This anatomical structure are subcortical structures in the center of the brain that receive input from many areas of the cerebral cortex and the limbic system

A

basal ganglia

37
Q

Hypothesis that focuses on timing and motor control

A

dual premotor system hypothesis

38
Q

direct pathway that includes the basal ganglia and the SMA

A

medial pathway

39
Q

indirect pathway, including the lateral premotor cortex and the cerebellum.

A

lateral pathway

39
Q

associated with self-initiated actions, and in connection with the limbic system, motivational factors

A

medial system

40
Q

Involuntary movements does not involve conscious planning, automatic

A

medial system

41
Q

functions in response to sensory input based on feedback control and is associated with voluntary and conscious control

A

lateral system

42
Q

Voluntary is sensory, self-initiated

A

lateral system

43
Q

true or false

A peak in dopamine receptors in the basal ganglia occurs at age 2.5 to 3 years, approximately the same time of stuttering onset in young speakers.

A

true

44
Q

It has also been suggested that the DI/D2 ratio is lower in _____.

A

boys

reason why mas prevalent sa boys compared to girls

45
Q

A decreased function of the direct (DI/D2 ratio) pathway results in _______- of the desired action

A

deficient activation

46
Q

proposes that most of the fluency inducing conditions such as singing, unison (choral) reading, and altered feedback create a shift in the dominance of speech motor timing from the impaired medial pathway to the lateral system, bypassing the instability of the medial system.

A

dual premotor theory

47
Q

The model proposes that internal or covert monitoring allows speakers to detect errors in phonological encoding prior to the implementation of articulatory commands

A

dual premotor theory

48
Q

Proposes a psycholinguistic perspective involving both production and perception to account for fluency breaks

A

covert repair hypothesis

49
Q

An explanation of stuttering as the result of the brain’s stopping production of speech when it detects an error in the plan that the brain has made to produce the word

A

covert repair hypothesis

50
Q

Language aspect (Cog-ling factor)

A

“plan”

51
Q

motor control; motor aspect

A

“ex”

52
Q

Presented as an autonomous model in that this sequence of production is not linked to internal or external monitoring.

A

EXPLAN model

53
Q

Breakdowns in fluency occur at the language-speech interface; although one linguistic plan is completed the next plan is not ready for execution

A

EXPLAN model

54
Q

has to do with the automatic control inherent in many mechanical and biological systems.

A

Cybernetic & Feedback Model

55
Q

The goal of this is to match the intended output to the actual output and reduce any differences that are detected between the two—the error signal—to zero.

A

servosystem

56
Q

goal of the cybernetic theory

A

servosystem

57
Q

Incorporate various forms of feedback that are used to regulate the output of a system

A

Cybernetic & Feedback Model

58
Q

Consider combinations of factors that result in the onset and development of stuttering

A

multifactorial theory

59
Q

it is because of many factors and overt signs of stuttering are seen as surface manifestations of an ever-changing neurophysiological process underlying the disorder.

A

dynamic-multifactorial model

60
Q

A view of stuttering that suggests that stuttering results when the demands put on a child’s speech are greater than the child’s capacity for fluency

A

demands and capacities model

61
Q

Under the Demands & Capacities model, this refers to inherited tendencies, strengths, weaknesses, and perceptions which may influence child’s fluency

A

capacities

62
Q

Emphasizes the dynamic interplay among three levels of influence on human behavior and on stuttering in particular, ____, _____ and ___

A

processing, output and contextual

63
Q

central neurophysiological processes; what happens to your brain

A

processing

64
Q

motor, cognitive, language, social, and emotional processes

A

output

FLUENCY (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions