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Journal articles on the topic 'Speech disfluencies'

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Published: 4 June 2021

Last updated: 1 February 2022

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Plexico, Laura W., Julie E. Cleary, Ashlynn McAlpine, and Allison M. Plumb. "Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report." Perspectives on Fluency and Fluency Disorders 20, no. 2 (2010): 42–50. http://dx.doi.org/10.1044/ffd20.2.42.

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This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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Furini, Juliana, Luana Altran Picoloto, Eduarda Marconato, Anelise Junqueira Bohnen, Ana Claudia Vieira Cardoso, and Cristiane Moço Canhetti de Oliveira. "The role of auditory temporal cues in the fluency of stuttering adults." Revista CEFAC 19, no. 5 (2017): 611–19. http://dx.doi.org/10.1590/1982-021620171954417.

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ABSTRACT Purpose: to compare the frequency of disfluencies and speech rate in spontaneous speech and reading in adults with and without stuttering in non-altered and delayed auditory feedback (NAF, DAF). Methods: participants were 30 adults: 15 with Stuttering (Research Group - RG), and 15 without stuttering (Control Group - CG). The procedures were: audiological assessment and speech fluency evaluation in two listening conditions, normal and delayed auditory feedback (100 milliseconds delayed by Fono Tools software). Results: the DAF caused a significant improvement in the fluency of spontaneous speech in RG when compared to speech under NAF. The effect of DAF was different in CG, because it increased the common disfluencies and the total of disfluencies in spontaneous speech and reading, besides showing an increase in the frequency of stuttering-like disfluencies in reading. The intergroup analysis showed significant differences in the two speech tasks for the two listening conditions in the frequency of stuttering-like disfluencies and in the total of disfluencies, and in the flows of syllable and word-per-minute in the NAF. Conclusion: the results demonstrated that delayed auditory feedback promoted fluency in spontaneous speech of adults who stutter, without interfering in the speech rate. In non-stuttering adults an increase occurred in the number of common disfluencies and total of disfluencies as well as reduction of speech rate in spontaneous speech and reading.

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Temple, Liz. "Disfluencies in learner speech." Australian Review of Applied Linguistics 15, no. 2 (1992): 29–44. http://dx.doi.org/10.1075/aral.15.2.03tem.

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Abstract Disfluent phenomena such as pauses, hesitations and repairs, are investigated in a corpus of forty-two short samples of spontaneous speech of native French speakers and learners of French. Significant quantitative differences between native speakers and learners were found and interpreted in the light of Bialystok’s and McLaughlin’s theories of language processing and the two key concepts of automaticity and control. A greater requirement of processing time on the part of the language learners was attributed to their greater use of controlled processes. An analysis of lexical and syntactic selection and repair was carried out to determine where control was applied. While native speakers were attending to the construction of the referent, learners were more concerned with syntactic construction.

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Gordon, Pearl A., and Harold L. Luper. "Speech disfluencies in nonstutterers." Journal of Fluency Disorders 14, no. 6 (1989): 429–45. http://dx.doi.org/10.1016/0094-730x(89)90029-6.

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Myers, Florence L., Klaas Bakker, Kenneth O. St. Louis, and Lawrence J. Raphael. "Disfluencies in cluttered speech." Journal of Fluency Disorders 37, no. 1 (2012): 9–19. http://dx.doi.org/10.1016/j.jfludis.2011.10.001.

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Boughaba, Hicham. "Speech Disfluencies in Simultaneous Interpretations of Spontaneous and Non-Spontaneous Speeches." International Journal of Linguistics, Literature and Translation 4, no. 7 (2021): 15–21. http://dx.doi.org/10.32996/ijllt.2021.4.7.3.

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The present paper is an attempt to examine speech disfluencies in simultaneous interpretations of spontaneous and non-spontaneous speeches from English into Arabic. It focuses on the difference between the rate of disfluencies in renditions of spontaneous and non-spontaneous speeches. The data were collected from authentic sessions of professional interpreters from English into Arabic. The speeches and interpretations were transcribed. The data was divided into two different categories: ‘spontaneous source speeches and their renditions’ and ‘non-spontaneous speeches and their renditions’. Disfluencies in the source and target texts were analyzed and compared. The results of the analysis showed that the rate of disfluencies in spontaneous speeches is significantly higher than the renditions of non-spontaneous speeches. The analysis also demonstrated that silent pauses are the most frequent disfluency in both categories of interpretations, followed by prolongations and filled pauses.

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Półrola, Paweł J., and Jolanta Góral-Półrola. "Speech disfluencies in Parkinson’s disease." Medical Studies 4 (2015): 267–70. http://dx.doi.org/10.5114/ms.2015.56668.

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Lease, M., M. Johnson, and E. Charniak. "Recognizing disfluencies in conversational speech." IEEE Transactions on Audio, Speech and Language Processing 14, no. 5 (2006): 1566–73. http://dx.doi.org/10.1109/tasl.2006.878269.

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Hubbard, Carol P., and Ehud Yairi. "Clustering of Disfluencies in the Speech of Stuttering and Nonstuttering Preschool Children." Journal of Speech, Language, and Hearing Research 31, no. 2 (1988): 228–33. http://dx.doi.org/10.1044/jshr.3102.228.

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Cluster formation in speech disfluencies of 15 preschool stuttering children and an equal number of nonstuttering control subjects was studied and compared. Clustering was defined as the occurrence of two or more disfluencies on the same or adjacent words. A computer program, based on the Monte Carlo method, was used to generate sets of expected numbers of single disfluencies and disfluencies in various cluster sizes according to simulation models. Results indicate that disfluencies occurred in clusters more often than could have been expected by chance for both groups. The proportions of clustered disfluencies, as well as the size of clusters, in the speech of the stutterers were significantly greater than those of the nonstuttering subjects.

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Befi-Lopes, Debora Maria, Ana Manhani Cáceres-Assenço, Suellen Fernanda Marques, and Marcely Vieira. "School-age children with specific language impairment produce more speech disfluencies than their peers." CoDAS 26, no. 6 (2014): 439–43. http://dx.doi.org/10.1590/2317-1782/20142014095.

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PURPOSE: To compare the occurrence of speech disfluencies during narrative production in children with specific language impairment (SLI) and their age-matched peers. METHODS: The study included 60 children aged between 7 and 10 years, 40 with typical language development and 20 with SLI. For data collection, a series of 15 stories was used, each one represented by pictures composed of four scenes. Narratives were transcripted and the speech disfluencies presented on them were classified as stuttering-like disfluencies (part-word repetition, single-syllable word repetition, and dysrhythmic phonation - prolongations, blocks and broken words) or other disfluencies (interjection, revision/abandoned utterances, and multisyllable/phrase repetition). The disfluency categories were compared in each group and its occurrence was also compared between groups. RESULTS: The occurrence of stuttering-like and other disfluencies did not differ among children with typical language development, whereas children with SLI produced other disfluencies. Between-group comparison showed that children with SLI produced more disfluencies of both types than their age-matched peers. CONCLUSION: Children with SLI showed more speech disfluencies during narrative production than their age-matched peers, and the most common disfluencies used by them were not typical of people who stutter (interjection, revision/abandoned utterances, and multisyllable/phrase repetition).

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KHEYRANDISH, MOHAMMAD, SAEED SETAYESHI, and AMIR MASOUD RAHMANI. "DISFLUENCY DETECTION ON SPONTANEOUS SPEECH USING LEARNING CELLULAR AUTOMATA." International Journal on Artificial Intelligence Tools 21, no. 05 (2012): 1250020. http://dx.doi.org/10.1142/s0218213012500200.

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Speech recognition is an efficient tool for interacting between human and machines; but the speech includes some undesirable components (disfluencies), sometimes, and is called spontaneous speech in these cases. This paper focuses on detecting some simple disfluencies in this speech type, using a Learning Cellular Automata. This is a set of cells that each is a learning automata (LA), and selects an action with a determined probability. Each LA is assigned to a word of the speech transcription sentence, and the action set for each LA includes four simple disfluencies types and "Fluent". The environment considered for interacting with cells, evaluates the action selected by each cell in every step, and sends back a response to the LA. That response will be considered for rewarding or penalizing the selected type. Because of parallel operation by the cells, and by selecting appropriate values for rewarding and penalizing coefficients, the proposed model can reach a desirable performance for tagging the disfluencies, regarding the time consumption and precision.

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Bailey, Dallin J., Michael Blomgren, Catharine DeLong, Kiera Berggren, and Julie L. Wambaugh. "Quantification and Systematic Characterization of Stuttering-Like Disfluencies in Acquired Apraxia of Speech." American Journal of Speech-Language Pathology 26, no. 2S (2017): 641–48. http://dx.doi.org/10.1044/2017_ajslp-16-0108.

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Purpose The purpose of this article is to quantify and describe stuttering-like disfluencies in speakers with acquired apraxia of speech (AOS), utilizing the Lidcombe Behavioural Data Language (LBDL). Additional purposes include measuring test–retest reliability and examining the effect of speech sample type on disfluency rates. Method Two types of speech samples were elicited from 20 persons with AOS and aphasia: repetition of mono- and multisyllabic words from a protocol for assessing AOS (Duffy, 2013), and connected speech tasks (Nicholas & Brookshire, 1993). Sampling was repeated at 1 and 4 weeks following initial sampling. Stuttering-like disfluencies were coded using the LBDL, which is a taxonomy that focuses on motoric aspects of stuttering. Results Disfluency rates ranged from 0% to 13.1% for the connected speech task and from 0% to 17% for the word repetition task. There was no significant effect of speech sampling time on disfluency rate in the connected speech task, but there was a significant effect of time for the word repetition task. There was no significant effect of speech sample type. Conclusions Speakers demonstrated both major types of stuttering-like disfluencies as categorized by the LBDL (fixed postures and repeated movements). Connected speech samples yielded more reliable tallies over repeated measurements. Suggestions are made for modifying the LBDL for use in AOS in order to further add to systematic descriptions of motoric disfluencies in this disorder.

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Onslow, Mark, Kate Gardner, Kathryn M. Bryant, Cathi L. Stuckings, and Tamsin Knight. "Stuttered and Normal Speech Events in Early Childhood." Journal of Speech, Language, and Hearing Research 35, no. 1 (1992): 79–87. http://dx.doi.org/10.1044/jshr.3501.79.

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A set of 200 utterances from stuttering and normally speaking children aged 2–4 years was obtained. Each utterance contained a disfluency. A group of 5 sophisticated listeners assigned one of Johnson’s eight disfluency categories to each of the 200 utterances. These clinicians showed poor agreement in the categories they assigned. Subsequently, the 200 disfluencies were presented to a group of generalist clinician listeners and a group of unsophisticated listeners, who were asked to judge whether each disfluency was "stuttering" or "normal." The disfluencies judged with high agreement to be "stuttering" and the disfluencies judged with high agreement to be "normal" were not categorically distinguished by the disfluency categories assigned previously by the sophisticated listeners. Further, judged presence of various disfluency categories accounted for only a small portion of the variance in numbers of "stuttering" judgments assigned to disfluencies. It is concluded that it is justifiable to question the validity of the data language used by researchers to describe stuttered and normal speech in early childhood. Several implications of this conclusion are discussed.

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Shriberg, Elizabeth. "To ‘errrr’ is human: ecology and acoustics of speech disfluencies." Journal of the International Phonetic Association 31, no. 1 (2001): 153–69. http://dx.doi.org/10.1017/s0025100301001128.

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Unlike read or laboratory speech, spontaneous speech contains high rates of disfluencies (e.g. repetitions, repairs, filled pauses, false starts). This paper aims to promote ‘disfluency awareness’ especially in the field of phonetics –which has much to offer in the way of increasing our understanding of these phenomena. Two broad claims are made, based on analyses of disfluencies in different corpora of spontaneous American English speech. First, an Ecology Claim suggests that disfluencies are related to aspects of the speaking environments in which they arise. The claim is supported by evidence from task effects, location analyses, speaker effects and sociolinguistic effects. Second, an Acoustics Claim argues that disfluency has consequences for phonetic and prosodic aspects of speech that are not represented in the speech patterns of laboratory speech. Such effects include modifications in segment durations, intonation, voice quality, vowel quality and coarticulation patterns. The ecological and acoustic evidence provide insights about human language production in real-world contexts. Such evidence can also guide methods for the processing of spontaneous speech in automatic speech recognition applications.

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Whitney, Janet L., and Howard Goldstein. "Using Self-Monitoring to Reduce Disfluencies in Speakers with Mild Aphasia." Journal of Speech and Hearing Disorders 54, no. 4 (1989): 576–86. http://dx.doi.org/10.1044/jshd.5404.576.

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This study assessed the effects of treatment designed to teach mildly aphasic individuals to monitor disfluencies—revisions, repetitions, audible pauses—in their connected speech. Treatment effects were evaluated using a multiple baseline design across 3 subjects. All subjects showed immediate and dramatic reductions in the frequency of target behaviors in a picture description task when self-monitoring was introduced. Two subjects simultaneously reduced untargeted disfluencies, and all 3 generalized their improved speech to another discourse task. Treatment effects were unrelated to the accuracy of self-monitoring. Subjects' improved speech was characterized by a slower speaking rate, but more efficient communication as reflected by longer uninterrupted utterances. Although standardized test scores were unchanged, unfamiliar listeners found perceptible improvement between baseline and posttreatment audiotapes of subjects' discourse. Self-monitoring treatment shows promise in reducing distracting and inefficient disfluencies in the speech of mildly aphasic individuals.

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Bakti, Mária, and Judit Bóna. "Self-monitoring processes in simultaneous interpreting." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 14, no. 2 (2016): 194–210. http://dx.doi.org/10.1075/forum.14.2.02bak.

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Abstract In psycholinguistics there is an agreement that self-monitoring is part of the speech production system, it serves the repair of speech errors and disfluencies occurring during the process of speech production. During simultaneous interpreting, where source language speech perception and target language speech production happen simultaneously, the analysis of self-monitoring is of particular importance. In our study we compare self-monitoring processes in the target language texts, interpreted from English into Hungarian, of professional interpreters and trainee interpreters. We examine the frequency of incidence of error – type disfluencies, the editing phase of self-repairs, the frequency of incidence of disfluencies, and the editing phases of repetitions and restarts. Although our data have revealed considerable individual differences between interpreters, some tendencies can be detected. In general, differences can be detected in self-monitoring between professional and trainee interpreters. When compared to data about self-monitoring processes in spontaneous, monolingual Hungarian speech, we can state that there were far fewer phenomena connected to self-monitoring in the target language output of simultaneous interpreters than in monolingual Hungarian texts.

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Newman, Linda L., and Ann B. Smit. "Some Effects of Variations in Response Time Latency on Speech Rate, Interruptions, and Fluency in Children's Speech." Journal of Speech, Language, and Hearing Research 32, no. 3 (1989): 635–44. http://dx.doi.org/10.1044/jshr.3203.635.

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The present study was designed to examine adult-child interactions during conversation with respect to the effects of adult paralinguistic speech variations on the speech production of children. Four 4-year-old children served as subjects. A single-subject A-B-A design with counterbalancing and replication was implemented. Each subject participated in three 15-min conversations with an experimenter. The independent variable was the interspeaker pause time—the response time latency (RTL). During the 15-min conversations, the experimenter used either a 1-s or a 3-s RTL when responding to the child. RTL was measured for each subject in each condition. Data analysis revealed that each child's RTL was significantly longer when the experimenter's RTL was 3 s than when it was 1 s, and all differences between all conditions reached significance for these subjects. Other dependent variables included speech rate, the frequency of disfluencies, and the frequency of interruptions produced by the subjects within each condition. All 4 subjects varied the frequency of disfluencies and interruptions. However, each child varied rate and disfluencies in a highly individualistic manner.

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Byrd, Courtney T., Lisa M. Bedore, and Daniel Ramos. "The Disfluent Speech of Bilingual Spanish–English Children: Considerations for Differential Diagnosis of Stuttering." Language, Speech, and Hearing Services in Schools 46, no. 1 (2015): 30–43. http://dx.doi.org/10.1044/2014_lshss-14-0010.

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PurposeThe primary purpose of this study was to describe the frequency and types of speech disfluencies that are produced by bilingual Spanish–English (SE) speaking children who do not stutter. The secondary purpose was to determine whether their disfluent speech is mediated by language dominance and/or language produced.MethodSpanish and English narratives (a retell and a tell in each language) were elicited and analyzed relative to the frequency and types of speech disfluencies produced. These data were compared with the monolingual English-speaking guidelines for differential diagnosis of stuttering.ResultsThe mean frequency of stuttering-like speech behaviors in the bilingual SE participants ranged from 3% to 22%, exceeding the monolingual English standard of 3 per 100 words. There was no significant frequency difference in stuttering-like or non-stuttering-like speech disfluency produced relative to the child's language dominance. There was a significant difference relative to the language the child was speaking; all children produced significantly more stuttering-like speech disfluencies in Spanish than in English.ConclusionResults demonstrate that the disfluent speech of bilingual SE children should be carefully considered relative to the complex nature of bilingualism.

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Schiel, Florian, and Christian Heinrich. "Disfluencies in the speech of intoxicated speakers." International Journal of Speech Language and the Law 22, no. 1 (2015): 19–34. http://dx.doi.org/10.1558/ijsll.v22i1.24767.

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Meddeb, Elizabeth. "Medium Transferability: Managing Speech-to-Text Disfluencies." International Journal of Technology, Knowledge, and Society 4, no. 2 (2008): 163–80. http://dx.doi.org/10.18848/1832-3669/cgp/v04i02/55847.

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Naro, Anthony Julius, and Maria Marta Pereira Scherre. "Disfluencies in the analysis of speech data." Language Variation and Change 8, no. 1 (1996): 1–12. http://dx.doi.org/10.1017/s0954394500001046.

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ABSTRACTIn our study of concord phenomena in spoken Brazilian Portuguese we found disfluencies, including apparent corrections, in about 15% of the relevant tokens in our corpus of recorded speech data. Disfluencies have very little effect on the rate of marking. When fluency is included in a variable rule analysis as a factor group containing categories for different types of disfluency, as well as for data without any disfluency, it is not selected as statistically significant. Furthermore, separate analyses of all data, only fluent data, and only disfluent data revealed no significant changes in the numerical results obtained for other factor groups. We conclude that, at least insofar as the variable phenomena we studied are concerned, speech is not overly laden with errors; there is nothing in the data to mislead the language learner.

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De Nil, Luc F., Jayanthi Sasisekaran, Pascal H. H. M. Van Lieshout, and Paul Sandor. "Speech disfluencies in individuals with Tourette syndrome." Journal of Psychosomatic Research 58, no. 1 (2005): 97–102. http://dx.doi.org/10.1016/j.jpsychores.2004.06.002.

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Eggers, Kurt, and Sabine Van Eerdenbrugh. "Speech disfluencies in children with Down Syndrome." Journal of Communication Disorders 71 (January 2018): 72–84. http://dx.doi.org/10.1016/j.jcomdis.2017.11.001.

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MORIN-LESSARD, Elizabeth, and Krista BYERS-HEINLEIN. "Uh and euh signal novelty for monolinguals and bilinguals: evidence from children and adults." Journal of Child Language 46, no. 3 (2019): 522–45. http://dx.doi.org/10.1017/s0305000918000612.

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AbstractPrevious research suggests that English monolingual children and adults can use speech disfluencies (e.g., uh) to predict that a speaker will name a novel object. To understand the origins of this ability, we tested 48 32-month-old children (monolingual English, monolingual French, bilingual English–French; Study 1) and 16 adults (bilingual English–French; Study 2). Our design leveraged the distinct realizations of English (uh) versus French (euh) disfluencies. In a preferential-looking paradigm, participants saw familiar–novel object pairs (e.g., doll–rel), labeled in either Fluent (“Look at the doll/rel!”), Disfluent Language-consistent (“Look at thee uh doll/rel!”), or Disfluent Language-inconsistent (“Look at thee euh doll/rel!”) sentences. All participants looked more at the novel object when hearing disfluencies, irrespective of their phonetic realization. These results suggest that listeners from different language backgrounds harness disfluencies to comprehend day-to-day speech, possibly by attending to their lengthening as a signal of speaker uncertainty. Stimuli and data are available at <https://osf.io/qn6px/>.

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Rincon, Cristina, Kia Noelle Johnson, and Courtney Byrd. "An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives." Perspectives of the ASHA Special Interest Groups 5, no. 1 (2020): 131–41. http://dx.doi.org/10.1044/2019_persp-19-00040.

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Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

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Hartsuiker, Robert J., and Lies Notebaert. "Lexical Access Problems Lead to Disfluencies in Speech." Experimental Psychology 57, no. 3 (2010): 169–77. http://dx.doi.org/10.1027/1618-3169/a000021.

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A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.

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FOOK, Chong Yen, Hariharan MUTHUSAMY, Lim Sin CHEE, Abdul Hamid Bin ADOM, and Sazali Bin YAACOB. "Comparison of speech parameterization techniques for the classification of speech disfluencies." TURKISH JOURNAL OF ELECTRICAL ENGINEERING & COMPUTER SCIENCES 21 (2013): 1983–94. http://dx.doi.org/10.3906/elk-1112-84.

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Zebrowski, Patricia M. "Duration of the Speech Disfluencies of Beginning Stutterers." Journal of Speech, Language, and Hearing Research 34, no. 3 (1991): 483–91. http://dx.doi.org/10.1044/jshr.3403.183.

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This study compared the duration of within-word disfluencies and the number of repeated units per instance of sound/syllable and whole-word repetitions of beginning stutterers to those produced by age- and sex-matched nonstuttering children. Subjects were 10 stuttering children [9 males and 1 female; mean age 4:1 (years:months); age range 3:2–5:0], and 10 nonstuttering children (9 males and 1 female; mean age 4:0; age range: 2:10–5:1). Mothers of the stuttering children reported that their children had been stuttering for 1 year or less. One 300-word conversational speech sample from each of the stuttering and nonstuttering children was analyzed for (a) mean duration of sound/syllable repetition and sound prolongation, (b) mean number of repeated units per instance of sound/syllable and whole-word repetition, and (c) various related measures of the frequency of all between- and within-word speech disfluencies. There were no significant between-group differences for either the duration of acoustically measured sound/syllable repetitions and sound prolongations or the number of repeated units per instance of sound/syllable and whole-word repetition. Unlike frequency and type of speech disfluency produced, average duration of within-word disfluencies and number of repeated units per repetition do not differentiate the disfluent speech of beginning stutterers and their nonstuttering peers. Additional analyses support findings from previous perceptual work that type and frequency of speech disfluency, not duration, are the principal characteristics listeners use in distinguishing these two talker groups.

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Dlouhá, O. "Disfluencies of speech in children with developmental dysphasia." Journal of Fluency Disorders 25, no. 3 (2000): 251. http://dx.doi.org/10.1016/s0094-730x(00)80331-9.

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Shriberg, Elizabeth E., Rebecca A. Bates, and Andreas Stolcke. "Integrated acoustic and language modeling of speech disfluencies." Journal of the Acoustical Society of America 100, no. 4 (1996): 2848. http://dx.doi.org/10.1121/1.416758.

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Eggers, Kurt, Sabine Van Eerdenbrugh, and Courtney T. Byrd. "Speech disfluencies in bilingual Yiddish-Dutch speaking children." Clinical Linguistics & Phonetics 34, no. 6 (2019): 576–92. http://dx.doi.org/10.1080/02699206.2019.1678670.

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Brennan, Susan E., and Michael F. Schober. "How Listeners Compensate for Disfluencies in Spontaneous Speech." Journal of Memory and Language 44, no. 2 (2001): 274–96. http://dx.doi.org/10.1006/jmla.2000.2753.

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Begić, Leila, and Branka Babić. "INFLUENCE OF LENGTH OF SENTENCES ON THE FREQUENCY OF SPEECH DISFLUENCIES IN CHILDREN WHO STUTTER." Journal Human Research in Rehabilitation 7, no. 1 (2017): 50–55. http://dx.doi.org/10.21554/hrr.041706.

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The main purpose of this study was to investigate whether the length of sentences has influence on the frequency of speech disfluencies for children who stutter. The participants included 30 children who stutter 19 male participants and 13 female participants, whose age ranged between 4 years and 8 months to 6 years and 11 months (56 to 83 months of age). Research was conducted in kindergartens and primary schools in Tuzla Canton in Bosnia and Herzegovina2 . The test consisted of 36 sentences. In relation to the length, sentences were divided into three groups: in the first group there were 9 sentences which included 3 to 5 words, in the second group, there were 14 sentences which included 6 to 8 words and in the third group there were 13 sentences which included 9 to 11 words. Testing was conducted so that the examiner was pronouncing one sentence after which the participant repeated the same sentence. Each participant was requested to repeat exactly what he/she had heard. Speech and language pathologist has recorded all speech disfluencies in all sentences. The results showed that the sentences containing 9 to 11 words had most effects on the overall dynamics of speech disfluencies in children who stutter. The results suggest that during the process of assessment and diagnosis of children who stutter, it should be required to assess the child's ability to use complex linguistic statements and to assess the frequency of disfluencies in relation to the complexity of the sentences. Precision diagnostics would provide guidelines for the treatment of stuttering in terms of implementation of approaches and strategies which include language treatment and gradually increasing the length and complexity of statements of children who stutter during speech.

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Winslow, Mary, and Barry Guitar. "The Effects of Structured Turn-Taking on Disfluencies." Language, Speech, and Hearing Services in Schools 25, no. 4 (1994): 251–57. http://dx.doi.org/10.1044/0161-1461.2504.251.

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The purpose of this study was to examine the effects of structured conversational turn-taking on the amount and types of disfluencies as well as on the speech rate of a 5-year-old boy who stuttered. A single subject design with measures of disfluencies under conditions of structured turn-taking versus no turn-taking was used (ABAB withdrawal design). All analyses were performed on tape recordings of dinner-time conversations in the subject’s home. Results appear to indicate that disfluencies decreased when structured conversational turn-taking was instituted and increased when turn-taking conditions were not enforced. The implications for counseling parents of children who stutter are discussed.

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Bakker, Klaas, and Gene J. Brutten. "Speech-Related Reaction Times of Stutterers and Nonstutterers." Journal of Speech and Hearing Disorders 55, no. 2 (1990): 295–99. http://dx.doi.org/10.1044/jshd.5502.295.

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Speech-related reaction time measures (laryngeal premotor and adjustment time for /a/, labial initiation and physiological voice onset time for /pa/) and fluency-related measures (number of stutterings, number of normal disfluencies, and time needed to complete an oral reading) of 24 stutterers and a like number of nonstutterers were assessed to determine their diagnostic discriminative power. Discriminant analysis showed that stutterers were most effectively differentiated from normally fluent speakers by the total number of stutterings and normal disfluencies during oral reading and by the duration of laryngeal adjustments prior to cued phonation. Factor analysis revealed that the fluency failure and reaction time measures clustered independently for both stutterers and nonstutterers. These findings suggest that both fluency failures and the duration of laryngeal adjustment time are useful diagnostic measures for discriminating stutterers from those who are normally fluent.

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Postma, Albert, and Herman Kolk. "The Effects of Noise Masking and Required Accuracy on Speech Errors, Disfluencies, and Self-Repairs." Journal of Speech, Language, and Hearing Research 35, no. 3 (1992): 537–44. http://dx.doi.org/10.1044/jshr.3503.537.

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The covert repair hypothesis views disfluencies as by-products of covert self-repairs applied to internal speech errors. To test this hypothesis we examined effects of noise masking and accuracy emphasis on speech error, disfluency, and self-repair rates. Noise reduced the numbers of disfluencies and self-repairs but did not affect speech error rates significantly. With accuracy emphasis, speech error rates decreased considerably, but disfluency and self-repair rates did not. With respect to these findings, it is argued that subjects monitor errors with less scrutiny under noise and when accuracy of speaking is unimportant. Consequently, covert and overt repair tendencies drop, a fact that is reflected by changes in disfluency and self-repair rates relative to speech error rates. Self-repair occurrence may be additionally reduced under noise because the information available for error detection—that is, the auditory signal—has also decreased. A qualitative analysis of self-repair patterns revealed that phonemic errors were usually repaired immediately after their intrusion.

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Chon, HeeCheong, Eric S. Jackson, Shelly Jo Kraft, Nicoline G. Ambrose, and Torrey M. Loucks. "Deficit or Difference? Effects of Altered Auditory Feedback on Speech Fluency and Kinematic Variability in Adults Who Stutter." Journal of Speech, Language, and Hearing Research 64, no. 7 (2021): 2539–56. http://dx.doi.org/10.1044/2021_jslhr-20-00606.

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Purpose The purpose of this study was to test whether adults who stutter (AWS) display a different range of sensitivity to delayed auditory feedback (DAF). Two experiments were conducted to assess the fluency of AWS under long-latency DAF and to test the effect of short-latency DAF on speech kinematic variability in AWS. Method In Experiment 1, 15 AWS performed a conversational speaking task under nonaltered auditory feedback and 250-ms DAF. The rates of stuttering-like disfluencies, other disfluencies, and speech errors and articulation rate were compared. In Experiment 2, 13 AWS and 15 adults who do not stutter (AWNS) read three utterances under four auditory feedback conditions: nonaltered auditory feedback, amplified auditory feedback, 25-ms DAF, and 50-ms DAF. Across-utterance kinematic variability (spatiotemporal index) and within-utterance variability (percent determinism and stability) were compared between groups. Results In Experiment 1, under 250-ms DAF, the rate of stuttering-like disfluencies and speech errors increased significantly, while articulation rate decreased significantly in AWS. In Experiment 2, AWS exhibited higher kinematic variability than AWNS across the feedback conditions. Under 25-ms DAF, the spatiotemporal index of AWS decreased significantly compared to the other feedback conditions. AWS showed lower overall percent determinism than AWNS, but their percent determinism increased under 50-ms DAF to approximate that of AWNS. Conclusions Auditory feedback manipulations can alter speech fluency and kinematic variability in AWS. Longer latency auditory feedback delays induce speech disruptions, while subtle auditory feedback manipulations potentially benefit speech motor control. Both AWS and AWNS are susceptible to auditory feedback during speech production, but AWS appear to exhibit a distinct continuum of sensitivity.

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Yairi, Ehud, and Nicoline Ambrose. "A Longitudinal Study of Stuttering in Children." Journal of Speech, Language, and Hearing Research 35, no. 4 (1992): 755–60. http://dx.doi.org/10.1044/jshr.3504.755.

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The objectives of this pilot study were to establish methods for longitudinal research of stuttering in children and to provide preliminary data on the variations that occur in disfluencies during the developmental course of stuttering. Twenty-seven preschool-aged children were followed for a minimum of 2 years shortly after they began stuttering. Tape-recorded speech samples were obtained from the children at several intervals during this period. The number of various types of disfluencies was counted in the speech samples obtained in each testing period. Twenty-one children continued to be followed for varying periods of up to 12 years. Eighteen of the 27 subjects received a few speech treatment sessions during the initial period of the study, whereas 9 children did not receive direct treatment. Results indicated that for the two subgroups there was a marked deceleration over time in the mean frequency of stuttering-like disfluencies. Individual subjects’ data showed considerable variability in the longitudinal development of disfluency but most subjects followed the patterns of the group means. Much of the reduction took place during the early stage of the disorder, especially near the end of the first year post-onset. There were indications that group differences between chronic and recovering stutterers become distinct by approximately 20 months post-onset.

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Altiparmak, Ayse, and Gulmira Kuruoglu. "An analysis of speech disfluencies of Turkish speakers: Influence of educational background." Contemporary Educational Researches Journal 7, no. 3 (2017): 106–13. http://dx.doi.org/10.18844/cerj.v7i3.2652.

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This research aims to analyze the influence of educational background on Turkish native speakers’ production rates of speech disfluencies. 56 native speakers of Turkish between ages 33-50 years and over 50-year-olds took part in the study. Each group was divided into two sub-groups according to the educational background of the participants. Prepared and unprepared speech samples of each participant were gathered via face-to-face interviews that were recorded and transcribed. As a result, participants with higher education levels produced more filled gaps than elementary/middle school graduates. In the prepared speech, over 50-year-old male elementary/middle school graduates produced more hesitations than male professors, and 33-50-year-old male elementary/middle school graduates produced more slips of the tongue than males with higher education. In unprepared speech situation, 33-50-year-old male elementary/middle school graduates produced more false starts than bachelor’s/master’s-doctoral degree holder males; however, over 50-year-old female professors produced more false starts than elementary/middle school graduate females.  Keywords: Linguistics, speech production, Turkish speech, speech disfluencies, educational background

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Goberman, Alexander M., and Michael Blomgren. "Parkinsonian speech disfluencies: effects of l-dopa-related fluctuations." Journal of Fluency Disorders 28, no. 1 (2003): 55–70. http://dx.doi.org/10.1016/s0094-730x(03)00005-6.

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McRoberts, Gerald W., and Herbert H. Clark. "The role of lexical access in spontaneous speech disfluencies." Journal of the Acoustical Society of America 100, no. 4 (1996): 2573. http://dx.doi.org/10.1121/1.417416.

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Bóna, Judit. "Clustering of disfluencies in typical, fast and cluttered speech." Clinical Linguistics & Phonetics 33, no. 5 (2018): 393–405. http://dx.doi.org/10.1080/02699206.2018.1513075.

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Kidd, Celeste, Katherine S. White, and Richard N. Aslin. "Toddlers use speech disfluencies to predict speakers’ referential intentions." Developmental Science 14, no. 4 (2011): 925–34. http://dx.doi.org/10.1111/j.1467-7687.2011.01049.x.

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Corley, Martin, and Oliver W. Stewart. "Hesitation Disfluencies in Spontaneous Speech: The Meaning of um." Language and Linguistics Compass 2, no. 4 (2008): 589–602. http://dx.doi.org/10.1111/j.1749-818x.2008.00068.x.

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Lutz, Konnie C., and A. R. Mallard. "Disfluencies and rate of speech in young adult nonstutterers." Journal of Fluency Disorders 11, no. 4 (1986): 307–16. http://dx.doi.org/10.1016/0094-730x(86)90018-5.

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Hall, Nancy E., Toyoko S. Yamashita, and Dorothy M. Aram. "Relationship Between Language and Fluency in Children With Developmental Language Disorders." Journal of Speech, Language, and Hearing Research 36, no. 3 (1993): 568–79. http://dx.doi.org/10.1044/jshr.3603.568.

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The present investigation addresses two primary hypotheses: (a) that a subset of children with developmental language disorders exhibits significantly more disfluencies than other children with language disorders and (b) that differences between the disfluent and nondisfluent groups observed in fluency may be related to differences in language deficits. Spontaneous language samples from 60 preschool children with developmental language disorders were analyzed for frequency and type of disfluencies. Comparisons of the frequency of disfluencies across subjects revealed that a subset of 10 subjects exhibited significantly more disfluencies than the other subjects with language disorders. Demographic, intelligence, and language variables were compared across the two groups to determine whether such factors could account for the differences in fluency. The subjects with greater percentages of disfluencies were found to be significantly older and demonstrated significantly higher scores on two standard measures of vocabulary. These findings were interpreted in light of two models of disfluencies: the neuropsycholinguistic (Perkins, Kent, & Curlee, 1991) and Demands and Capacities (Adams, 1990; Starkweather, 1987). This suggests that some children with language disorders are at risk for fluency breakdown because of dysynchronies in the development of lexical and syntactic aspects of language or as a result of mismatches between speaking demands and capacities.

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Hall, Nancy E. "Emergence of Stuttering-Like Disfluencies During Therapy: An Exploratory Study." Perspectives on School-Based Issues 12, no. 1 (2011): 18–25. http://dx.doi.org/10.1044/sbi12.1.18.

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Anecdotal reports exist on the emergence of stuttering-like behavior during the course of language therapy, yet there is little empirical evidence of its occurrence. The aim of the present study is to address this lack of evidence by surveying school-based speech-language pathologists on their experiences with this phenomenon. Results show nearly 50% of the 324 respondents report observing the appearance of disfluencies in the speech of previously fluent children during language therapy. Findings are discussed from the perspective of interacting processes of language formulation and speech production. Cautions on data interpretation and recommendations for future research are presented.

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Clark, Chagit E., Edward G. Conture, Tedra A. Walden, and Warren E. Lambert. "Speech-Language Dissociations, Distractibility, and Childhood Stuttering." American Journal of Speech-Language Pathology 24, no. 3 (2015): 480–503. http://dx.doi.org/10.1044/2015_ajslp-14-0198.

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Purpose This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Method Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlation-based statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 norm-based speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speech-language dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies. Results More preschool-age CWS exhibited speech-language dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speech-language dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS. Conclusions The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).

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Kubozono, Haruo. "Speech disfluencies and their modeling: Speech errors and stuttering in English and Japanese." Journal of the Acoustical Society of America 100, no. 4 (1996): 2849. http://dx.doi.org/10.1121/1.416759.

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Kai, Atsuhiko, and Seiichi Nakagawa. "Comparison of continuous speech recognition systems with unknown-word processing for speech disfluencies." Systems and Computers in Japan 29, no. 9 (1998): 43–53. http://dx.doi.org/10.1002/(sici)1520-684x(199808)29:9<43::aid-scj5>3.0.co;2-j.

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