Ch. 6: Is Stuttering Psychological? Flashcards Preview

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Flashcards in Ch. 6: Is Stuttering Psychological? Deck (17)
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1
Q

Types of Psychological Theories Causes of stuttering:

Psychoemotional

A

emotional trauma or personality conflict

2
Q

Types of Psychological Theories Causes of stuttering CONT:

Psychobehavioral

A

a learned behavior reinforced by environmental variables

3
Q

Types of Psychological Theories Causes of stuttering CONT:

Psycholinguistic

A

a breakdown in the processes for generating language

4
Q

Examples of Psychoemotional Theories

A
  • 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
5
Q

What evidence would support a psychoemotional cause?

A

1 )Onsets coincide with traumatic events
2) Sudden onsets far more frequent than gradual onsets
3) Recovery coincide with improved emotional adjustment
4) Onset age evenly distributed across the lifespan
Note: none of these are supported facts

6
Q

Adult Personality and Stuttering

A
  • 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)
7
Q

Examples of Psychobehavioral Theories Stuttering is acquired :

A
  • 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
8
Q

Diagnosogenic Theory (Johnson)

A
  • 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
9
Q

Negating Johnson’s Theory

A
  • 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
10
Q

REVIEW OF Classical Conditioning:

A

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

11
Q

REVIEW OF Operant Conditioning:

A

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.

12
Q

Two-Factor Theory (Brutten & Shoemaker, 1967)

A
  • 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
13
Q

Anticipatory-Struggle Hypothesis (Bloodstein, 1997)

A
  • 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.
14
Q

Demands-Capacities Model (Starkweather & Gottwald, 1990)

A

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.

See PowerPoint

15
Q

Demands-Capacities Model (Starkweather & Gottwald, 1990)

A
  • 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
16
Q

Examples of Psycholinguistic Theories Stuttering results from:

A
  • 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)
17
Q

Psycholinguistic Processes Underlying Speech

A

See PowerPoint