Stuttering
Speech Production Measurement
Speech Therapy
Priapism
Phonetics
Etilefrine
Vocabulary
Linguistics
Language Tests
Encyclopedias as Topic
Speech Disorders
Exchange of stuttering from function words to content words with age. (1/165)
Dysfluencies on function words in the speech of people who stutter mainly occur when function words precede, rather than follow, content words (Au-Yeung, Howell, & Pilgrim, 1998). It is hypothesized that such function word dysfluencies occur when the plan for the subsequent content word is not ready for execution. Repetition and hesitation on the function words buys time to complete the plan for the content word. Stuttering arises when speakers abandon the use of this delaying strategy and carry on, attempting production of the subsequent, partly prepared content word. To test these hypotheses, the relationship between dysfluency on function and content words was investigated in the spontaneous speech of 51 people who stutter and 68 people who do not stutter. These participants were subdivided into the following age groups: 2-6-year-olds, 7-9-year-olds, 10-12-year-olds, teenagers (13-18 years), and adults (20-40 years). Very few dysfluencies occurred for either fluency group on function words that occupied a position after a content word. For both fluency groups, dysfluency within each phonological word occurred predominantly on either the function word preceding the content word or on the content word itself, but not both. Fluent speakers had a higher percentage of dysfluency on initial function words than content words. Whether dysfluency occurred on initial function words or content words changed over age groups for speakers who stutter. For the 2-6-year-old speakers that stutter, there was a higher percentage of dysfluencies on initial function words than content words. In subsequent age groups, dysfluency decreased on function words and increased on content words. These data are interpreted as suggesting that fluent speakers use repetition of function words to delay production of the subsequent content words, whereas people who stutter carry on and attempt a content word on the basis of an incomplete plan. (+info)Developmental stuttering and Parkinson's disease: the effects of levodopa treatment. (2/165)
The effects of dopamine on developmental stuttering was studied in a 44 year old man with developmental stuttering and Parkinson's disease during three levodopa "on" periods and three "off" periods. When compared with the "off" periods, during the "on"' periods he demonstrated an increase of speech dysfluencies. These findings lend support to the dopamine hypothesis of developmental stuttering. (+info)Single word reading in developmental stutterers and fluent speakers. (3/165)
Ten fluent speakers and nine developmental stutterers read isolated nouns aloud in a delayed reading paradigm. Cortical activation sequences were mapped with a whole-head magnetoencephalography system. The stutterers were mostly fluent in this task. Although the overt performance was essentially identical in the two groups, the cortical activation patterns showed clear differences, both in the evoked responses, time-locked to word presentation and mouth movement onset, and in task-related suppression of 20-Hz oscillations. Within the first 400 ms after seeing the word, processing in fluent speakers advanced from the left inferior frontal cortex (articulatory programming) to the left lateral central sulcus and dorsal premotor cortex (motor preparation). This sequence was reversed in the stutterers, who showed an early left motor cortex activation followed by a delayed left inferior frontal signal. Stutterers thus appeared to initiate motor programmes before preparation of the articulatory code. During speech production, the right motor/premotor cortex generated consistent evoked activation in fluent speakers but was silent in stutterers. On the other hand, suppression of motor cortical 20-Hz rhythm, reflecting task-related neuronal processing, occurred bilaterally in both groups. Moreover, the suppression was right-hemisphere dominant in stutterers, as opposed to left-hemisphere dominant in fluent speakers. Accordingly, the right frontal cortex of stutterers was highly active during speech production but did not generate synchronous time-locked responses. The speech-related 20-Hz suppression concentrated in the mouth area in fluent speakers, but was evident in both the hand and mouth areas in stutterers. These findings may reflect imprecise functional connectivity within the right frontal cortex and incomplete segregation between the adjacent hand and mouth motor representations in stutterers during speech production. A network including the left inferior frontal cortex and the right motor/premotor cortex, likely to be relevant in merging linguistic and affective prosody with articulation during fluent speech, thus appears to be partly dysfunctional in developmental stutterers. (+info)Stuttering: an update for physicians. (4/165)
Stuttering is a disturbance in the normal fluency and time patterning of speech. Developmental stuttering (DS), with or without associated psychiatric illness, is the most common form and includes all cases with gradual onset in childhood that are not the result of acquired brain damage. Persistent developmental stuttering (PDS) is DS that has not undergone spontaneous or speech-therapy-induced remission. Organic models of DS focus on incomplete lateralization or abnormal cerebral dominance. There is also evidence that DS has a significant genetic component to its cause. Neuroimaging research data and the effectiveness of dopamine receptor antagonists in DS seem to support the theory of a hyperdopaminergic origin. Speech therapy remains the main treatment for DS; however, antidepressants can be useful in selected cases. Risperidone, a serotonin-dopamine antagonist, has been shown to be more effective than placebo in decreasing the severity of stuttering. The long-term efficacy and safety of serotonin-dopamine antagonists in DS deserve further study. (+info)Subcortical infarction resulting in acquired stuttering. (5/165)
Stuttering is an uncommon presentation of acute stroke. Reported cases have often been associated with left sided cortical lesions, aphasia, and difficulties with other non-linguistic tests of rhythmic motor control. Three patients with subcortical lesions resulting in stuttering are discussed. In one patient the ability to perform time estimations with a computerised repetitive time estimation task was characterised. One patient had a pontine infarct with clinical evidence of cerebellar dysfunction. A second patient had a left basal ganglionic infarct and a disruption of timing estimation. A third patient had a left subcortical infarct and a mild aphasia. These findings expand the reported distribution of infarction that can result in acquired stuttering. Subcortical mechanisms of speech control and timing may contribute to the pathophysiology of acquired stuttering. (+info)Brain correlates of stuttering and syllable production. A PET performance-correlation analysis. (6/165)
To distinguish the neural systems of normal speech from those of stuttering, PET images of brain blood flow were probed (correlated voxel-wise) with per-trial speech-behaviour scores obtained during PET imaging. Two cohorts were studied: 10 right-handed men who stuttered and 10 right-handed, age- and sex-matched non-stuttering controls. Ninety PET blood flow images were obtained in each cohort (nine per subject as three trials of each of three conditions) from which r-value statistical parametric images (SPI inverted question markr inverted question mark) were computed. Brain correlates of stutter rate and syllable rate showed striking differences in both laterality and sign (i.e. positive or negative correlations). Stutter-rate correlates, both positive and negative, were strongly lateralized to the right cerebral and left cerebellar hemispheres. Syllable correlates in both cohorts were bilateral, with a bias towards the left cerebral and right cerebellar hemispheres, in keeping with the left-cerebral dominance for language and motor skills typical of right-handed subjects. For both stutters and syllables, the brain regions that were correlated positively were those of speech production: the mouth representation in the primary motor cortex; the supplementary motor area; the inferior lateral premotor cortex (Broca's area); the anterior insula; and the cerebellum. The principal difference between syllable-rate and stutter-rate positive correlates was hemispheric laterality. A notable exception to this rule was that cerebellar positive correlates for syllable rate were far more extensive in the stuttering cohort than in the control cohort, which suggests a specific role for the cerebellum in enabling fluent utterances in persons who stutter. Stutters were negatively correlated with right-cerebral regions (superior and middle temporal gyrus) associated with auditory perception and processing, regions which were positively correlated with syllables in both the stuttering and control cohorts. These findings support long-held theories that the brain correlates of stuttering are the speech-motor regions of the non-dominant (right) cerebral hemisphere, and extend this theory to include the non-dominant (left) cerebellar hemisphere. The present findings also indicate a specific role of the cerebellum in the fluent utterances of persons who stutter. Support is also offered for theories that implicate auditory processing problems in stuttering. (+info)Non-word reading, lexical retrieval and stuttering: comments on Packman, Onslow, Coombes and Goodwin (2001). (7/165)
A recent study by Packman, Onslow, Coombes and Goodwin (2001) employed a non-word-reading paradigm to test the contribution of the lexical retrieval process to stuttering. They consider that, with this material, the lexical retrieval process could not contribute to stuttering and that either anxiety and/or the motor demand of reading are the governing factors. This paper will discuss possible processes underlying non-word reading and it argues that the conclusion arrived at by Packman et al. does not stand up to close scrutiny. In their introduction, the authors acknowledge that the lexicalization process involves retrieval and encoding of words. In a non-word-reading task, the word retrieval component is eliminated. The possibility that the encoding component of the lexicalization process leads to stuttering is, however, completely ignored by the authors when they attribute stuttering to motor demands. As theories put forward by Postma and Kolk (the Covert Repair Hypothesis, 1993) and Howell and Au-Yeung (the EXPLAN theory, 2002) argue heavily for the role of the phonological encoding processes in stuttering, Packman et al.'s work does not evaluate such theories. Theoretical issues aside, Packman et al.'s arguments about reading rate and stuttering rate based on reading time is also questionable. (+info)Sociodynamic relationships between children who stutter and their non-stuttering classmates. (8/165)
BACKGROUND: Previous research has indicated that children who stutter are more likely to be bullied and to hold a lower social position than their peers who do not stutter. However, the majority of this research has used data from respondents who were in the educational system more than 20 years ago. The current policy on integration of children with severe disabilities into mainstream education and the increased awareness of bullying in schools would indicate that attitudes toward children who stutter might have changed in the intervening period. METHOD: The study uses a sociometric scale (adapted from Coie, Dodge, & Coppotelli, 1982) to assess children who stutter in classroom groups with fluent peers. The peer relationships between 16 children who stutter and their classmates (403 children in total) were examined. RESULTS: Children who stutter were rejected significantly more often than were their peers and were significantly less likely to be popular. When compared to children who do not stutter, the children who stutter were less likely to be nominated as 'leaders' and were more likely to be nominated to the 'bullied' and 'seeks help' categories. CONCLUSIONS: The changes in integration policy and the implementation of anti-bullying policies in many schools appear to have made little impact on the social status of children who stutter. The incidence of bullying and rejection reported in this study has implications for schools and clinicians. (+info)Stuttering is a speech disorder characterized by the repetition or prolongation of sounds, syllables, or words, as well as involuntary silent pauses or blocks during fluent speech. These disruptions in the normal flow of speech can lead to varying degrees of difficulty in communicating effectively and efficiently. It's important to note that stuttering is not a result of emotional or psychological issues but rather a neurological disorder involving speech motor control systems. The exact cause of stuttering remains unclear, although research suggests it may involve genetic, neurophysiological, and environmental factors. Treatment typically includes various forms of speech therapy to improve fluency and communication strategies to manage the challenges associated with stuttering.
Speech production measurement is the quantitative analysis and assessment of various parameters and characteristics of spoken language, such as speech rate, intensity, duration, pitch, and articulation. These measurements can be used to diagnose and monitor speech disorders, evaluate the effectiveness of treatment, and conduct research in fields such as linguistics, psychology, and communication disorders. Speech production measurement tools may include specialized software, hardware, and techniques for recording, analyzing, and visualizing speech data.
Speech Therapy, also known as Speech-Language Pathology, is a medical field that focuses on the assessment, diagnosis, treatment, and prevention of communication and swallowing disorders in children and adults. These disorders may include speech sound production difficulties (articulation disorders or phonological processes disorders), language disorders (expressive and/or receptive language impairments), voice disorders, fluency disorders (stuttering), cognitive-communication disorders, and swallowing difficulties (dysphagia).
Speech therapists, who are also called speech-language pathologists (SLPs), work with clients to improve their communication abilities through various therapeutic techniques and exercises. They may also provide counseling and education to families and caregivers to help them support the client's communication development and management of the disorder.
Speech therapy services can be provided in a variety of settings, including hospitals, clinics, schools, private practices, and long-term care facilities. The specific goals and methods used in speech therapy will depend on the individual needs and abilities of each client.
Speech is the vocalized form of communication using sounds and words to express thoughts, ideas, and feelings. It involves the articulation of sounds through the movement of muscles in the mouth, tongue, and throat, which are controlled by nerves. Speech also requires respiratory support, phonation (vocal cord vibration), and prosody (rhythm, stress, and intonation).
Speech is a complex process that develops over time in children, typically beginning with cooing and babbling sounds in infancy and progressing to the use of words and sentences by around 18-24 months. Speech disorders can affect any aspect of this process, including articulation, fluency, voice, and language.
In a medical context, speech is often evaluated and treated by speech-language pathologists who specialize in diagnosing and managing communication disorders.
Priapism is defined as a persistent and painful erection of the penis that lasts for more than four hours and occurs without sexual stimulation. It's a serious medical condition that requires immediate attention, as it can lead to permanent damage to the penis if left untreated.
Priapism can be classified into two types: ischemic (or low-flow) priapism and nonischemic (or high-flow) priapism. Ischemic priapism is the more common form, and it occurs when blood flow to the penis is obstructed, leading to the accumulation of deoxygenated blood in the corpora cavernosa. Nonischemic priapism, on the other hand, is usually caused by unregulated arterial blood flow into the corpora cavernosa, often as a result of trauma or surgery.
The causes of priapism can vary, but some common underlying conditions include sickle cell disease, leukemia, spinal cord injuries, and certain medications such as antidepressants and drugs used to treat erectile dysfunction. Treatment for priapism depends on the type and cause of the condition, and may involve medication, aspiration of blood from the penis, or surgical intervention.
Phonetics is not typically considered a medical term, but rather a branch of linguistics that deals with the sounds of human speech. It involves the study of how these sounds are produced, transmitted, and received, as well as how they are used to convey meaning in different languages. However, there can be some overlap between phonetics and certain areas of medical research, such as speech-language pathology or audiology, which may study the production, perception, and disorders of speech sounds for diagnostic or therapeutic purposes.
Etilefrine is a synthetic, sympathomimetic amine drug that acts as a direct-acting adrenergic agonist. It primarily stimulates alpha-1 and beta-1 adrenergic receptors, leading to increased heart rate, cardiac contractility, and blood pressure. Etilefrine is used clinically as a vasopressor agent to treat hypotension (low blood pressure) in certain conditions, such as shock or during surgical procedures. It should be administered under the supervision of a healthcare professional due to its potential serious side effects, including cardiac arrhythmias and hypertension.
I'm sorry for any confusion, but "vocabulary" is a term related to language and communication, rather than medicine or healthcare. It refers to the words and phrases that a person knows and uses in their communication. If you have any questions related to medical terminology or health-related topics, I would be happy to help with those!
I'm sorry for any confusion, but "linguistics" is not a term that has a medical definition. Lingustics is the scientific study of language and its structure. It involves analysing language form, language meaning, and language in context.
If you have any questions related to healthcare or medicine, I'd be happy to try to help answer them!
A language test is not a medical term per se, but it is commonly used in the field of speech-language pathology, which is a medical discipline. A language test, in this context, refers to an assessment tool used by speech-language pathologists to evaluate an individual's language abilities. These tests typically measure various aspects of language, including vocabulary, grammar, syntax, semantics, and pragmatics.
Language tests can be standardized or non-standardized and may be administered individually or in a group setting. The results of these tests help speech-language pathologists diagnose language disorders, develop treatment plans, and monitor progress over time. It is important to note that language testing should be conducted by a qualified professional who has experience in administering and interpreting language assessments.
Dysphonia is a medical term that refers to difficulty or discomfort in producing sounds or speaking, often characterized by hoarseness, roughness, breathiness, strain, or weakness in the voice. It can be caused by various conditions such as vocal fold nodules, polyps, inflammation, neurological disorders, or injuries to the vocal cords. Dysphonia can affect people of all ages and may impact their ability to communicate effectively, causing social, professional, and emotional challenges. Treatment for dysphonia depends on the underlying cause and may include voice therapy, medication, surgery, or lifestyle modifications.
An encyclopedia is a comprehensive reference work containing articles on various topics, usually arranged in alphabetical order. In the context of medicine, a medical encyclopedia is a collection of articles that provide information about a wide range of medical topics, including diseases and conditions, treatments, tests, procedures, and anatomy and physiology. Medical encyclopedias may be published in print or electronic formats and are often used as a starting point for researching medical topics. They can provide reliable and accurate information on medical subjects, making them useful resources for healthcare professionals, students, and patients alike. Some well-known examples of medical encyclopedias include the Merck Manual and the Stedman's Medical Dictionary.
Speech disorders refer to a group of conditions in which a person has difficulty producing or articulating sounds, words, or sentences in a way that is understandable to others. These disorders can be caused by various factors such as developmental delays, neurological conditions, hearing loss, structural abnormalities, or emotional issues.
Speech disorders may include difficulties with:
* Articulation: the ability to produce sounds correctly and clearly.
* Phonology: the sound system of language, including the rules that govern how sounds are combined and used in words.
* Fluency: the smoothness and flow of speech, including issues such as stuttering or cluttering.
* Voice: the quality, pitch, and volume of the spoken voice.
* Resonance: the way sound is produced and carried through the vocal tract, which can affect the clarity and quality of speech.
Speech disorders can impact a person's ability to communicate effectively, leading to difficulties in social situations, academic performance, and even employment opportunities. Speech-language pathologists are trained to evaluate and treat speech disorders using various evidence-based techniques and interventions.
In the context of medicine, particularly in the field of auscultation (the act of listening to the internal sounds of the body), "sound" refers to the noises produced by the functioning of the heart, lungs, and other organs. These sounds are typically categorized into two types:
1. **Bradyacoustic sounds**: These are low-pitched sounds that are heard when there is a turbulent flow of blood or when two body structures rub against each other. An example would be the heart sound known as "S1," which is produced by the closure of the mitral and tricuspid valves at the beginning of systole (contraction of the heart's ventricles).
2. **High-pitched sounds**: These are sharper, higher-frequency sounds that can provide valuable diagnostic information. An example would be lung sounds, which include breath sounds like those heard during inhalation and exhalation, as well as adventitious sounds like crackles, wheezes, and pleural friction rubs.
It's important to note that these medical "sounds" are not the same as the everyday definition of sound, which refers to the sensation produced by stimulation of the auditory system by vibrations.