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SLP Fluency > Lecture 2 > Flashcards

Lecture 2 Flashcards

1
Q

What are five ways to study genetics in stuttering

A

Family incidence, Family aggregation, Twin studies, Adoption and gene studies

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2
Q

Studies have found family incidence in stuttering to be between ___ and ____percent

A

30 - 60%

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3
Q

What are the other possibilities to explain family incidence?

A

> Cultural influences (diet, politics, religion), > difference in how people define stuttering > size of family and distance from family members

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4
Q

Males are ___ likely to stutter than girls

A

More

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5
Q

Girls who stutter are _____ likely to to have a stuttering relative

A

more

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6
Q

How can we differentiate between genetic and environmental influences of family incidence? (Nurture vs. nature)

A

> Compare identical and fraternal wins> Differences in identical twins are most likley tdue to environmetnal differences (because genes are 100% the same)

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7
Q

dizygotic twins always have ______ concordance rate than monozygotic or identical twins

A

LOWER

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8
Q

When both twins in an identical set stutters it indicates a ______ factor

A

Genetic

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9
Q

But until we have 100% concordance it means what?

A

There must be other factors involved beyond genetics

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10
Q

True or false, studies have found genetic markers that seem to be related to stuttering?

A

True - although they aren’t consistent across studies

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11
Q

Within behavioural studies - The two types of motor studies are:

A

Speech and non-speech

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12
Q

Within behavioural studies -The two types of Sensory focus studies are:

A

Auditory and propriceptive

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13
Q

People who stutter have ______ reaction times in what areas?

A

Slower> slower to initiate voicing> Slower with articulatory movements

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14
Q

Reaction time differences were not influenced by the ________ of the trigger. What were the different types of triggers

A

Nature1 - auditory2 - visual3- tactile

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15
Q

People who stutter have difficulty with _______ ing motor movements

A

sequencing

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16
Q

There is Evidence that there might be a higher of co-contraction agonist-antagonist leading to what in those who stutter?

A

blocks and tremors as a result of agonist/antagonist muscles

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17
Q

Based on kinematic studies what has been found regarding articulatory movements in stuttering communities? (4 points)

A

> Slower articulatory movements> Atypical sequencing of articulatory movements> Discoordination of articulatory movements> Co-contraction of antagonist muscles

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18
Q

Differences between stuttering and nonstuttering speakers have been observed for _________movement tasks. including….

A

non-speech> sequenctial fingertapping,> reaction time studies> Bimanual tasks

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19
Q

Those who stutter are _____ sensitive to stress influences during non-speech tasks?

A

MORE

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20
Q

Those who stutter have more difficulty matching sensory input with what?

A

motor performance

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21
Q

True or false: Those who stutter need LESS practice to learn motor tasks

A

FALSE - they require more for tasks such as finger tapping and syllable reading tasks

22
Q

Girls were significantly ____ at these motor coordination tasks - what does this imply

A

BETTER - makes sense seeing as girls are more likley to recover

23
Q

Auditory processing tasks have lead to speculation that there is a lack of what in people who stutter?

A

Brain lateralization

24
Q

What do central auditory processing tasks involve?

A

> Sound localization> Speech discrimination in noise> synthetic sentence identification with competing messages> frequency filtered and time compressed speech> temporal measures

25
Q

During auditory feedback tasks it was found that NON stutterers were ______ delayed under delayed auditory feedback

A

MORE - they got worse

26
Q

During auditory feedback tasks it was found that people with stutters were more _______ under delayed auditory feedback

A

FLUENT

27
Q

List for possible reasons explaining why sutterers become more fluent under delayed auditory feedback

A
  1. rate changes2. increased articulatory coordination3. increased focus on proprioceptive feedback4. corection in auditory feedback deficiency
28
Q

What do the results in delayed feedback tasks suggest

A

That stuttering may be an auditory processing problem

29
Q

What is the model of speech production?

A

Psycholinguistic model that explains stuttering from a psychological perspective

30
Q

What is the covert repair hypothesis

A

You come up with your message and before you say in there is an internal monitoring system (before you even say something you know it’s not the right word) so you stop yourself

31
Q

How does the covert repair hypothesis explain stuttering

A

Ø People who stutter have errors in the utterance plan and during that internal monitoring phase they get stuck on one sound because the next sound is wrong Ø Holding an /m/ sound in movie allows enough time to insert the next correct sound Ø Your system allows itself time to correct itself which overtly results in restart behaviours such as repetitions prolongations and blocks

32
Q

What is trait stutteriing

A

Observing core dysfunctions in stuttering i.e. comparing PWS to controls

33
Q

What is state stuttering

A

Ø Comparing disfluent and fluent speech within the same individual - not part of core disfluencies but rather what state they are in

34
Q

When looking at trait stuttering in PWS vs. control we find a _____ shift in speech and language areas

A

RIGHT

35
Q

During state stuttering there is more _______ activation localization and overactivation of _______________

A

DiverseRH speech motor areas

36
Q

Studies have found overactivation in the _________ of people who stutter

A

Cerebellum

37
Q

What is the role of the cerebellum?

A

Cerebellum coordinates sensory information with motor execution

38
Q

What is a possible explanation for why the cerebellum is overactive in those who stutter?

A

Possibly because Those who stutter require more activation because they tend to stay in the initial motor learning stages - it doesn’t become habitual - it doesn’t become automatic (Chang et al., 2011)

39
Q

What are the different brain activation patterns found in PWS and controls (Neumann et al)

A

Ø More distributed activation in people who stutter Ø Motor activation in people who stutter Ø More bilateral in stutterersPremotor activation - related to anticipatory

40
Q

What happened to these activation patterns in PWS after 3 weeks of treatment?

A

There is a hug increase in cerebellar activation

41
Q

Did the effects of treatment remain after the study was complete?

A

Evidence suggests not - after two years on average there was a reappearance of these characteristics of people who stutter

42
Q

When looking at grey and white matter of children, researchers found ________________connections

A

atypical axonal

43
Q

What is pruning?

A

Brain becomes more efficient over time and can do more things with lessIt reassigns neurons to other tasks so if you have a large area involved in a task and you become proficient - the area involved in this activity gets redistributed to other tasks

44
Q

What occurs with pruning in the motor area for people who stutter?

A

there is no pruning in this area (It requires all the available resources to perform speech)

45
Q

In young children when you look at anatomical density they found the control group has _____ density while stutterers have ______ and in adulthood people who stutter seem to have _____ density than the control group

A

more, lessmore

46
Q

What does it mean that children who stutter have a less dense motor area to begin with?

A

Ø If we need a lot of resources to talk fluently - it means that in young kids they don’t have the resource available - they are lacking something, they aren’t equipped to learn speech as well as non-stuttering kidsThey start with a difficient system so they’re holding on to whatever resources they do have

47
Q

In regards to skills required to produce fluent speech, what are PWS struggling with?

A

> acquiring necessary skills (Motor, sensory, cognitive…)> Automatizing necessary skills> applying the necessary skills in demanding situations

48
Q

Stuttering is a ___ motor behaviour

A

fine

49
Q

Why would stress increase stuttering?

A

If it is difficult to integrate senesory motor - it makes sense that when you put someone in a stressful situation, the environmental influences will take that unstable motor system and dysfluencies will increase

50
Q

These sensorimotor difficulties may be associated with a deficiency in the ____________________ system which consists of…(List 3 structures)

A

> sensorimotor neural > Basal ganglia, cerebellum and lateral cortex

51
Q

Some external or internal stimuli may facilitate fine motor coordinations required for speech and result in what?

A

(Temporarily) increased fluency

SLP Fluency (6 decks)

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