title: Effects of concurrent cognitive processing on the fluency of word repetition: comparison between persons who do and do not stutter.
abstract: This study investigated how silent reading and word memorization may affect the fluency of concurrently repeated words. The words silently read or memorized were phonologically similar or dissimilar to the words of the repetition task. Fourteen adults who stutter and 16 who do not participated in the experiment. The two groups were matched for age, education, sex, forward and backward memory span and vocabulary. It was found that the disfluencies of persons who stutter significantly increased during word repetition when similar words were read or memorized concurrently. In contrast, the disfluencies of persons who do not stutter were not significantly affected by either secondary task. These results indicate that the speech of persons who stutter is more sensitive to interference from concurrently performed cognitive processing than that of nonstuttering persons. It is proposed that the phonological and articulatory systems of persons who stutter are protected less efficiently from interference by attention-demanding processing within the central executive system. Alternative interpretations are also discussed.
  
  
  OBJECTIVE
  Readers will learn how modern speech production theories and the concept of modularity can account for stuttering, and will be able to explain the greater vulnerability of stutterer's speech fluency to concurrent cognitive processing.
authors.affiliation: Fakultät für Psychologie, Ruhr-Universität Bochum, Postfach 102148, D-44780 Bochum, Germany. hgb@kli.psy.ruhr-uni-bochum.de
authors.forename: Hans-Georg
authors.initials: HG
authors.lastname: Bosshardt
mesh_terms: D000328:Adult; D016022:Case-Control Studies; D003071:Cognition; D004496:Education, Continuing; D005260:Female; D005858:Germany; D006801:Humans; D008297:Male; D011939:Mental Recall; D013065:Speech Intelligibility; D013068:Speech Production Measurement; D013342:Stuttering / Q000523:psychology*