2018
DOI: 10.1016/j.jfludis.2018.08.006
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Phonological working memory in developmental stuttering: Potential insights from the neurobiology of language and cognition

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Cited by 21 publications
(22 citation statements)
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“…The task requires listening to and encoding the sounds, holding them in working memory, and then reproducing the sounds in the order in which they were presented. A growing body of evidence implicates load-dependent differences in nonword repetition in both children (CWS) and adults (AWS) who stutter compared to matched controls (Bowers et al, 2018;Ofoe et al, 2018). Recent studies investigating nonword repetition tasks have demonstrated overall lower performance in both preschool CWS (Spencer and Weber-Fox, 2014;Pelczarski and Yaruss, 2016) and AWS (Byrd et al, 2012(Byrd et al, , 2015(Byrd et al, , 2017(Byrd et al, , 2018Coalson and Byrd, 2017).…”
Section: Phonological Working Memory Background and Need For Preliminmentioning
confidence: 99%
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“…The task requires listening to and encoding the sounds, holding them in working memory, and then reproducing the sounds in the order in which they were presented. A growing body of evidence implicates load-dependent differences in nonword repetition in both children (CWS) and adults (AWS) who stutter compared to matched controls (Bowers et al, 2018;Ofoe et al, 2018). Recent studies investigating nonword repetition tasks have demonstrated overall lower performance in both preschool CWS (Spencer and Weber-Fox, 2014;Pelczarski and Yaruss, 2016) and AWS (Byrd et al, 2012(Byrd et al, , 2015(Byrd et al, , 2017(Byrd et al, , 2018Coalson and Byrd, 2017).…”
Section: Phonological Working Memory Background and Need For Preliminmentioning
confidence: 99%
“…In preschool CWS, the available evidence suggests that differences in nonword repetition are subclinical and load-dependent and in adults differences are apparent only under high loads at the limit of typical capacity to hold speech sounds in memory (e.g., 7 syllable nonwords) or under other syllable stress-related load manipulations (Bowers et al, 2018). Further, nonword repetition has been reported to differentiate preschool CWS who persist from those who recover, suggesting that the underlying cognitive capacities supporting PWM may be a marker for the phenotypic expression of recovery or persistence among other cognitive-linguistic capacities (e.g., syntax; Spencer and Weber- Fox, 2014;Usler and Weber-Fox, 2015).…”
Section: Phonological Working Memory Background and Need For Preliminmentioning
confidence: 99%
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