2002
DOI: 10.1016/s0094-730x(02)00163-8
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The duration component of the stress effect in stuttering

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Cited by 25 publications
(20 citation statements)
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“…Although we could not directly compare both positions in the present study because of design and task complexity, these findings point to the possibility that the reduction in VOT variability in sung productions of participants who stutter could be characteristic to the position of the stop in the word (initial vs. medial) or/and the level of prominence (stressed/unstressed). Previous research showed that word-initial syllables and stressed syllables are particularly prone to stuttering (e.g., Hubbard, 1998;Natke, Grosser, Sandrieser, & Kalveram, 2002;Natke, Sandrieser, van Ark, Pietrowsky, & Kalveram, 2004). De Nil & Brutten (1991 found that increased VOT variability in spoken speech of children who stutter was even visible across different levels of cluster complexity in word-initial syllables (i.e., single stop, two-and three-segments-cluster including the stop).…”
Section: Discussionmentioning
confidence: 99%
“…Although we could not directly compare both positions in the present study because of design and task complexity, these findings point to the possibility that the reduction in VOT variability in sung productions of participants who stutter could be characteristic to the position of the stop in the word (initial vs. medial) or/and the level of prominence (stressed/unstressed). Previous research showed that word-initial syllables and stressed syllables are particularly prone to stuttering (e.g., Hubbard, 1998;Natke, Grosser, Sandrieser, & Kalveram, 2002;Natke, Sandrieser, van Ark, Pietrowsky, & Kalveram, 2004). De Nil & Brutten (1991 found that increased VOT variability in spoken speech of children who stutter was even visible across different levels of cluster complexity in word-initial syllables (i.e., single stop, two-and three-segments-cluster including the stop).…”
Section: Discussionmentioning
confidence: 99%
“…While the earlier studies mainly dealt with voice pitch perturbations (Burnett et al, 1998;Hain et al, 2000;Jones and Munhall, 2000;Donath et al, 2002;Natke et al, 2002;Xu et al, 2004;Bauer et al, 2006;Chen et al, 2007;Larson et al, 2007), more recent studies have focused on shifting speech formant frequencies (Houde and Jordan, 1998;Purcell and Munhall, 2006;Munhall et al, 2009). Both types of studies have yielded important information about the role of auditory feedback for the control of the voice during sustained vowel sounds, singing, and speech.…”
Section: Introductionmentioning
confidence: 99%
“…That is, instances of stuttering exhibited by CWS tend to occur on (a) low frequency words (Anderson, 2005;Soderberg, 1966;Palen & Peterson, 1982), (b) first three words of an utterance (Bernstein, 1981;Howell & Au-Yeung, 1995;Wall, Starkweather, & Cairns, 1981), (c) function words (Bernstein, 1981;Bloodstein & Grossman, 1981;Graham, Conture, & Camarata, 2005;Howell, Au-Yeung, & Sackin, 1999;Natke, Sandreiser, van Ark, Pietrowsky, & Kalveram, 2004), and (d) longer or more syntactically complex utterances (Ratner & Sih, 1987;Howell & Au-Yeung, 1995;Kadi-Hanifi & Howell, 1992;Logan & Conture, 1995Melnick & Conture, 2000;Yaruss, 1999). These linguistic factors have also been shown to influence the fluency with which words are produced in adolescents and adults who stutter (e.g., Bergmann, 1986;Brown, 1945;Danzger & Halpern, 1973;Hubbard & Prins, 1994;Klouda & Cooper, 1988;Natke, Grosser, Sandrieser, & Kalveram, 2002;Prins, Hubbard, & Krause, 1991;Ronson, 1976;Wingate, 1984). However, unlike young CWS, older children and adults tend to stutter more on content words than function words (e.g., Brown, 1938a,b;Dayalu, Kalinowski, Stuart, Holbert, & Rastatter, 2002;Howell et al, 1999).…”
mentioning
confidence: 99%