Hostname: page-component-76fb5796d-22dnz Total loading time: 0 Render date: 2024-04-26T15:54:01.625Z Has data issue: false hasContentIssue false
  • English
  • Français

Lexical and Phonological Processing in Visual Word Recognition by Stuttering Children: Evidence from Spanish

Published online by Cambridge University Press:  04 August 2014

Carlos J. Álvarez ,
Janeth Hernández-Jaramillo  and
Juan A. Hernández-Cabrera
Carlos J. Álvarez*
Affiliation:
Universidad de La Laguna (Spain)
Janeth Hernández-Jaramillo
Affiliation:
Universidad del Rosario (Colombia)
Juan A. Hernández-Cabrera
Affiliation:
Universidad de La Laguna (Spain)
*
*Correspondence concerning this article should be addressed to Carlos Javier Álvarez González. Dpto. de Psicología Cognitiva, Social y Organizacional. Facultad de Psicología. Campus de Guajara. Universidad de La Laguna. 38205. La Laguna (Spain). Phone: 0034–922317507. Fax: 0034–922317461. E-mail: carlos.j.alvarez@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

A number of studies have pointed out that stuttering-like disfluencies could be the result of failures in central and linguistic processing. The goal of the present paper is to analyze if stuttering implies deficits in the lexical and phonological processing in visual word recognition. This study compares the performance of 28 children with and without stuttering in a standard lexical decision task in a transparent orthography: Spanish. Word frequency and syllable frequency were manipulated in the experimental words. Stutterers were found to be considerably slower (in their correct responses) and produced more errors than the non- stutterers (χ(1) = 36.63, p < .001, η2 = .60). There was also a facilitation effect of syllable frequency, restricted to low frequency words and only in the stutterers group (t1(10) = 3.67, p < .005; t2(36) = 3.10, p < .001). These outcomes appear to suggest that the decoding process of stutterers exhibits a deficit in the interface between the phonological-syllabic level and the word level.

Keywords

stutteringreadingword processingphonological encodingsyllable
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E57
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Álvarez, C. J., Carreiras, M., & De Vega, M. (2000). Syllable frequency effect in visual word recognition: Evidence of a sequential-type processing. Psicológica, 21, 341–374.Google Scholar
Álvarez, C. J., Carreiras, M., & Perea, M. (2004). Are syllables phonological units in visual word recognition? Language and Cognitive Processes, 19, 427–452.Google Scholar
Álvarez, C. J., Carreiras, M., & Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 545–555.Google Scholar
Anderson, J. D. (2007). Phonological neighborhood and word frequency effects in the stuttered disfluencies of children who stutter. Journal of Speech, Language, and Hearing Research, 50, 229–247. http://dx.doi.org/10.1044/1092-4388(2007/018) Google Scholar
Anderson, J. D., & Conture, E. G. (2000). Language abilities of children who stutter: A preliminary study. Journal of Fluency Disorders, 25, 283–304.CrossRefGoogle Scholar
Armson, J., & Kalinowski, J. (1994). Interpreting results of the fluent speech paradigm in stuttering research: Difficulties in separating cause from effect. Journal of Speech and Hearing Research, 37, 69–82.Google Scholar
Arndt, J., & Healey, E. C. (2001). Concomitant disorders in school-age children who stutter. Language, Speech, and Hearing Services in School, 32, 68–78. http://dx.doi.org/10.1044/0161-1461(2001/006) Google Scholar
Au-Yeung, J., & Howell, P. (2002). Non-word reading, lexical retrieval and stuttering: Comments on Packman, Onslow, Coombes and Goodwin. Clinical Linguistics & Phonetics, 16, 287–293. http://dx.doi.org/10.1080/02699200210128981 Google Scholar
Au-Yeung, J., Howell, P., & Pilgrim, L. (1998). Phonological words and stuttering on function words. Journal of Speech, Language, and Hearing Research, 41, 1019–1030.Google Scholar
Au-Yeung, J., Vallejo-Gómez, I., & Howell, P. (2003). Exchange of disfluency with age from function words to content words in Spanish speakers who stutter. Journal of Speech, Language, and Hearing Research, 46, 754–765. http://dx.doi.org/10.1044/1092-4388(2003/060) CrossRefGoogle ScholarPubMed
Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008) Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59, 390–412. http://dx.doi.org/10.1016/j.jml.2007.12.005 CrossRefGoogle Scholar
Bakhtiar, M., Abad Ali, D. A., & Sadegh, S. P. (2007). Nonword repetition ability of children who do and do not stutter and covert repair hypothesis. Indian Journal Medical Science, 61, 462–470. http://dx.doi.org/10.4103/0019-5359.33711 CrossRefGoogle Scholar
Bates, D. M. (2005). Fitting linear mixed models in R. R News, 5, 27–30.Google Scholar
Bates, D., & Maechler, M. (2009). lme4: Linear mixed-effects models using S4 classes [Computer software manual]. Retrieved from http://CRAN.R-project.org/package=lme4 Google Scholar
Bosshardt, H. G., & Nandyal, I. (1988). Reading rates of stutterers and nonstutterers during silent and oral reading. Journal of Fluency Disorders, 13, 407–420. http://dx.doi.org/10.1016/0094-730X(88)90008-3 Google Scholar
Brocklehurst, P. H., & Corley, M. (2011). Investigating the inner speech of people who stutter: Evidence for (and against) the covert repair hypothesis. Journal of Communication Disorders, 44, 246–260. http://dx.doi.org/10.1016/j.jcomdis.2010.11.004 CrossRefGoogle ScholarPubMed
Brutten, G. J., Bakker, K., Janssen, P., & Van der Meulen, S. (1984). Eye movements of stuttering and nonstuttering children during silent reading. Journal of Speech and Hearing Disorders, 27, 562–566.Google Scholar
Byrd, C. T., Conture, E. G., & Ohde, R. N. (2007). Phonological priming in young children who stutter: Holistic versus incremental processing. American Journal of Speech-Language Pathology, 16, 43–53.http://dx.doi.org/10.1044/1058-0360(2007/006) Google Scholar
Carreiras, M., Álvarez, C. J., & de Vega, M. (1993). Syllable frequency and visual word recognition in Spanish. Journal of Memory and Language, 32, 766–780.http://dx.doi.org/10.1006/jmla.1993.1038 Google Scholar
Carreiras, M., & Perea, M. (2004). Naming pseudowords in Spanish: Effects of syllable frequency. Brain and Language, 90, 393–400. http://dx.doi.org/10.1016/j.bandl.2003.12.003 Google Scholar
Chétail, F., & Mathey, S. (2009). The syllable frequency effect in visual word recognition of French words: A study in skilled and beginning readers. Reading and Writing: An Interdisciplinary Journal, 22, 955–973.CrossRefGoogle Scholar
Colé, P., Magnan, A., & Grainger, J. (1999). Syllable-sized units in visual word recognition: Evidence from skilled and beginning readers of French. Applied Psycholinguistics, 20, 507–532.Google Scholar
Conrad, M., Grainger, J., & Jacobs, A. M. (2007). Phonology as the source of syllable frequency effects in visual word recognition: Evidence from French. Memory & Cognition, 35, 974–983. http://dx.doi.org/10.3758/BF03193470 Google Scholar
Conrad, M., & Jacobs, A. M. (2004). Replicating syllable-frequency effects in Spanish in German: One more challenger to computational models of visual word recognition. Language and Cognitive Processes, 19, 369–390. http://dx.doi.org/10.1080/01690960344000224 Google Scholar
Cuetos, F., Rodríguez, B., & Ruano, E. (1996). Evaluación de los procesos lectores (PROLEC) [Reading Processes Assesment]. Madrid, Spain: TEA Ediciones.Google Scholar
Davis, C. J., & Perea, M. (2005). BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish. Behavior Research Methods, 37, 665–671. http://dx.doi.org/10.3758/BF03192738 Google Scholar
Domínguez, A., de Vega, M., & Cuetos, F. (1997). Lexical inhibition from syllabic units in Spanish visual word recognition. Language and Cognitive Processes, 12, 401–422.Google Scholar
Ferrand, L., Segui, J., & Grainger, J. (1996). Masked priming of words and picture naming: The role of syllabic units. Journal of Memory and Language, 35, 708–723. http://dx.doi.org/10.1006/jmla.1996.0037 CrossRefGoogle Scholar
Hernández-Jaramillo, J., & Álvarez, C. J. (2009). La tartamudez como un fenómeno prearticulatorio [Stuttering as a prearticulatory phenomenom]. Acta Neurológica Colombiana, 25, 25–33.Google Scholar
Howell, P. (2004). Comparison of two ways of defining phonological words for assessing stuttering pattern changes with age in Spanish speakers who stutter. Journal of Multilingual Communication Disorders, 2, 161–186. http://dx.doi.org/10.1080/14769670412331271105 Google Scholar
Howell, P., & Au-Yeung, J. (2007). Phonetic complexity and stuttering in Spanish. Clinical Linguistic Phonetics, 21, 111–127. http://dx.doi.org/10.1080/02699200600709511 Google Scholar
Hubbard, C. P., & Prins, D. (1994). Word familiarity, syllabic stress pattern, and stuttering. Journal of Speech and Hearing Research, 37, 564–571.Google Scholar
Jiménez, J. E., & Hernández-Valle, I. (2000). Word identification and reading disorder in the Spanish language. Journal of Learning Disabilities, 33, 44–60.CrossRefGoogle Scholar
Jiménez, J. E., & Rodrigo, M. (1994). Is it true that the differences in reading performance between students with and without LD cannot be explained by IQ? Journal of Learning Disabilities, 27, 155–163.Google Scholar
Levelt, W. J., & Wheeldon, L. (1994). Do speakers have access to a mental syllabary? Cognition, 50, 239–269. http://dx.doi.org/10.1016/0010-0277(94)90030-2 CrossRefGoogle ScholarPubMed
Macizo, P., & Van Petten, C. (2007). Syllable frequency in lexical decision and naming of English words. Reading and Writing, 20, 295–331. http://dx.doi.org/10.1007/s11145-006-9032-z Google Scholar
Maïonchi-Pino, N., Magnan, A., & Écalle, J. (2010). Syllable frequency effects in visual word recognition: Developmental approach in French children. Journal of Applied Developmental Psychology, 31, 70–82.CrossRefGoogle Scholar
Melnick, K., Conture, E., Ohde, R. N. (2003). Phonological priming in picture naming of young children who stutter. Journal of Speech, Language, and Hearing Research, 46, 1428–1443. http://dx.doi.org/10.1044/1092-4388(2003/111) Google Scholar
Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction? American Journal of Speech - Language Pathology, 11, 99–110. http://dx.doi.org/10.1044/1058-0360(2002/011) Google Scholar
Pellowski, M. W., & Conture, E. G. (2005). Lexical priming in picture naming in young children who do and do not stutter. Journal of Speech, Language & Hearing Research, 48, 278–294. http://dx.doi.org/10.1044/1092-4388(2005/019) Google Scholar
Perea, M., & Carreiras, M. (1998). Effects of syllable frequency and syllable neighborhood frequency in visual word recognition. Journal of Experimental Psychology: Human Perception and Performance, 24, 134–144. http://dx.doi.org/10.1037//0096-1523.24.1.134 Google Scholar
Perkins, W. H., Kent, R., & Curlee, R. (1991). A theory of neuropsycholinguistic function in stuttering. Journal of Speech and Hearing Research, 34, 734–752.Google Scholar
Postma, A., & Kolk, H. (1991). Error monitoring in people who stutter: Evidence against auditory feedback defect theories. Journal of Speech & Hearing Disorders, 35, 1024–1032.CrossRefGoogle Scholar
Postma, A., & Kolk, H. (1993). The covert repair hypothesis: prearticulatory repair processes in normal and stuttered disfluencies. Journal of Speech & Hearing Research, 36, 472–487.Google Scholar
Postma, A., Kolk, H., & Povel, D.-J. (1990). Speech planning and execution in stutterers. Journal of Fluency Disorders, 15, 49–59. http://dx.doi.org/10.1016/0094-730X(90)90032-N Google Scholar
Riley, G. D. (1994). Stuttering severity instrument for children and adults – SSI-3 (3 rd Ed.). Austin, TX: PRO-ED.Google Scholar
Rodrigo, M., & Jiménez, J. E. (2000). IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12, 129–142.Google Scholar
Sasisekaran, J., & De Nil, L. F. (2006). Phoneme monitoring in silent naming and perception in adults who stutter. Journal of Fluency Disorders, 31, 284–302. http://dx.doi.org/10.1016/j.jfludis.2006.08.001 Google Scholar
Sebastián-Gallés, N., Martí, M. A, Carreiras, M., & Cuetos, F. (2000). LEXESP: Léxico Informatizado del español [Spanish Lexical Data Base]. Barcelona: Universitat de Barcelona.Google Scholar
Watson, J., Byrd, C., & Carlo, E. (2011a). Disfluent speech characteristics of monolingual Spanish-speaking children. In Howell, P. and Van Borsel, J. (Eds.), Multilingual aspects of fluency disorders. Bristol, UK: Multilingual Matters.Google Scholar
Watson, J., Byrd, C., & Carlo, E. (2011b). Effects of length, complexity, and grammatical correctness on stuttering in Spanish-speaking preschool children. American Journal of Speech-Language Pathology, 20, 209–220. http://dx.doi.org/10.1044/1058-0360(2011/10-0019) Google Scholar
Weber-Fox, C., Spencer, R. M. C., Spruill, J. E, , III., & Smith, A. (2004). Phonologic processing in adults who stutter: Electrophysiological and behavioral evidence. Journal of Speech and Language, and Hearing Research, 47, 1244–1258. http://dx.doi.org/10.1044/1092-4388(2004/094) CrossRefGoogle ScholarPubMed
Yaruss, J. S., LaSalle, L. R., & Conture, E. G. (1998). Evaluating stuttering in young children: Diagnostic data. American Journal of Speech - Language Pathology, 7, 62–76.Google Scholar