Fluency Chapters 2, 5, 6, & 7

According to Wendell Johnson's Diagnosogenic Theory a) a child's earliest disfluencies are caused by parental pressure b) children who are normally disfluent are unlikely to stutter c) stuttering can arise from parents overreacting to normal disfluencies D) none of the above E) all of the above

C) stuttering can arise from parents overreacting to normal disfluencies

Charles Van RIper described stuttering as a) a disorder of timing b) a type of neurosis c) not worth fretting over d) all of the above e) none of the above.

a) a disorder of timing

Studies of differences between people who stutter and those who don't a) are generally descriptive b) are generally experimental c) are generally longitudinal d) all of the above e) none of the above

a) are generally descriptive

"Unlearning" secondary stuttering behaviors a) Generally take less time than learning them b) Is generally accomplished through psychiatric treatment c) Can most likely erase emotional memories of stuttering d) All of the above e) None of the above

e) None of the above

Differences in brain function between people who stutter and those who don't a) have proven to be a cause, rather than an effect of stuttering b) can effectively be studied by looking at animal communication c) can be effectively studied in utero d) all of the above e)None of the above

e) none of the above

Studies show that people who stutter are more likely than people who do not stutter to a) have nervous breakdowns b) have debilitating anxiety disorders c) have epilepsy d) all of the above e) none of the above

e) none of the above

Tests of central auditory processing have shown that a) stuttering and normal disfluencies are entirely different phenomena b) there is no difference in auditory processing between people who stutter and those who do not c)people who stutter have difficulty hearing themselves talk d) all of the above e) none of the above

e) none of the above

revisions a) become a less common normal disfluency as a child ages b) are generally only seen in children who stutter c) are usually seen in children with shy temperaments d) all of the above e) none of the above

e) none of the above

Associating speaking to a large audience with stuttering is an example of: A) classical conditioning B) operant conditioning C) avoidance conditioning D) all of the above E) none of the above

A) classical conditioning

Learning to blink one's eyes as a way to produce a word is an example of A) classical conditioning B) operant conditioning C) avoidance conditioning D) all of the above E) none of the above

B) operant conditioning

The "covert repair" hypothesis a) suggests that people who stutter are more likely than people who don't stutter to monitor their own speech b) suggests that stuttering is caused by attempts to repair phonological errors before they are spoken c) suggests that, unlike stutters, normal disfluencies are overly corrected d) all of the above e) none of the above

B) suggests that stuttering is caused by attempts to repair phonological errors before they are spoken

Individual differences in emotional reactivity and conditionability A) are due more to a child's relationships with peers than to constitutional factors B) are due to the degree to which parents interrupt a stuttering child C) may relate to stuttering persistence versus recovery D) all of the above E) none of the above

C) may relate to stuttering persistence versus recovery

A critical response to his or her stuttering A) can lead to embarrassment in a child B) can lead to the child reacting to all listeners as conditioned stimuli C) can lead to all listeners- even those who are not critical- eliciting tense stuttering in a child D) all of the above E) none of the above

D) all of the above

For classical conditioning to take place A) an unconditioned stimulus that reliably elicits a response must first be present B) a neutral stimulus- called the conditioned stimulus- is paired with the unconditioned stimulus C) the conditioned stimulus is then presented without the unconditioned stimulus D) all of the above E) none of the above

D) all of the above

If a child stutters on a particular sound A) the sound may become conditioned to elicit tension B) conditioning will cause him or her to be likely to feel tension when he or she speaks that sound C) anticipation of saying the sound may elicit tension when before he or she says it D) all of the above E) none of the above

D) all of the above

In operant conditioning, which type of consequence can occur? A) a positive reinforcer B) a negative reinforcer C) a punishment D) all of the above E) none of the above

D) all of the above

Perkins, Kent, and Curlee (1991) suggest that a) disfluencies result when there is dyssynchrony between right- and left- hemisphere language functions B) people who stutter feel time pressure when speaking C) there is a feeling of "loss of control" during a stutter D) all of the above E) none of the above

D) all of the above

The "capacities and demands" theory proposes that stuttering can develop a) when parental expectations are too high b) when children place too many demands upon themselves c) if children with limited speech production capacities grow up in an environment with normal levels of demand d) all of the above e) none of the above

D) all the above

Normal disfluencies a) rarely continue for more than a year or two b) are rarely noticed by the speaker c) are not apparent to listeners d) all of the above e) none of the above

a) are rarely noticed by the speaker

The right frontal operculum and right insula a) are right-hemisphere features that correspond, respectively, to Broca's and Wernicke's b) are weakened in people who stutter c) are inoperative in people who stutter d) all of the above e) none of the above.

a) are right-hemisphere features that correspond, respectively, to Broca's and Wernicke's

Substitutions, circumlocutions, and postponements a) are ways to avoid saying a word b) are core stuttering behaviors c) are not noticed by listeners d) all of the above e) none of the above

a) are ways to avoid saying a word

Pavlov's famous study was based on a) classical conditioning b) operant conditioning c) avoidance conditioning d) all of the above e) none of the above

a) classical conditioning

The bell Pavlov used to elicit salivation is an example of a) an unconditioned stimulus b) a conditioned stimulus c) a conditioned response d) all of the above e) none of the above

a) conditioned stimulus

Kent theorized that a) emotions located in the brain's right hemisphere might interfere with the timing of speech production in people who stutter B) emotions in the brain's left hemisphere might interfere with the timing of speech production in people who stutter C) damage to the cerebellum might interfere with the timing of speech production in people who stutter D) all of the above E) none of the above

a) emotions located in the brain's right hemisphere might interfere with the timing of speech production in people who stutter

To unlearn classical conditioning related to stuttering, treatment a) focuses on decoupling stuttering and negative emotions b) should begin at puberty c) should only be undertaken at the client's home d) all of the above e) none of the above

a) focuses on decoupling stuttering and negative emotions

Oliver Bloodstein proposed that stuttering emerges a) from a child's frustrations and failure when attempting to talk b) after a trauma c) from parental neglect d) all of the above e) none of the above

a) from a child's frustration and failure when attempting to talk

Family studies are a) helpful in determining if there is a genetic basis for stuttering b) have conclusively determined that most stuttering has a genetic basis c) have determined that there is no environmental basis for stuttering d) all of the above e) none of the above.

a) helpful in determining if there is a genetic basis for stuttering

Babbling a) helps a child develop the articulatory movements to produce particular sounds b) can be understood by attentive parents c) is usually several months delayed in children who will later stutter d) all of the above e) none of the above

a) helps a child develop the articulatory movements to produce particular sounds

Borderline stuttering usually emerges a) in children around 2 to 4 years old b) after a child enters school c) after a parental separation or divorce d) all of the above e) none of the above

a) in children between 2 and 4 years old

Primary stuttering a) is commonly grown out naturally b) never continues into adulthood without developing into secondary stuttering c) should be ignored for about a year d) all of the above e) none of the above

a) is commonly grown out naturally

Treatment for stuttering may involve a) lessening demands on a child, rather than treating disfluencies directly b) ignoring stuttering until a child enters first grade c) changing the diets and exercise patterns of children who stutter d) all of the above e) none of the above

a) lessen demands on a child, rather than treat disfluencies directly

An increase in disfluencies a) may be associated with the increasing demands of language acquisition b) is never seen in someone who is normally disfluent c) is always accompanied by an increase in tension d) all of the above e) none of the above

a) may be associated with the increasing demands of language acquisition

Children who stutter a) May have a more reactive limbic system b) May have a more reactive cerebellum c) May have a more reactive Broca's area d) All of the above e) None of the above

a) may have a more reactive limbic system

Children who stutter are a) more likely than non stuttering children to have relatives that stutter b) are known to have at least one gene for stuttering c) usually have parents who stutter d) all of the above e) none of the above

a) more likely than non stuttering children to have relatives that stutter

When compared with normal disfluency, stuttering includes a higher proportion of a) monosyllabic repetitions b) part-word repetitions to phrase repetitions c) multisyllabic whole-word and phrase repetitions d) all of the above e) none of the above

a) part-word repetitions to phrase repetitions

Avoidance conditioning is based on a) trying to eliminate a learned fear b) avoiding verbal starters when stuttering c) avoiding arm-waving used to help produce a word d) all of the above e) none of the above

a) trying to eliminate a learned fear

Adoption studies a) Are plentiful b) are helpful in determining the relative contributions of genes and the environment as factors in stuttering c) have shown that genetic factors have little to do with stuttering d) all of the above e) none of the above

b) are helpful in determining the relative contributions of genes and the environment as factors in stuttering

One theory proposes that children who develop secondary stuttering a) Are physically larger than average b) are more prone to behaviors regulated by right hemisphere-based emotions c) have delayed dentition d) all of the above e) None of the above

b) are more prone to behaviors regulated by right hemisphere-based emotions

Blocks a) are an uncommon disfluency in intermediate stuttering b) can be felt in the larynx, lips, or elsewhere c) are a result of word-finding difficulty d) all of the above e) none of the above

b) can be felt in the larynx, lips, or elsewhere

Once a child reaches school age, treatment of stuttering a) gets easier b) can be targeted to elicit stuttering and make sure it is not followed by negative emotion c) does not involve a parent being present d) all of the above e) none of the above

b) can be targeted to elicit stuttering and make sure it is not followed by negative emotion

It is likely that most stuttering first emerges a) because a child's inhibited temperament causes him or her to monitor his or her speech b) from disruptions caused by inefficient speech and language neural networks c) when parents interrupt too much d) all of the above e) none of the above

b) from disruptions caused by inefficient speech and language neural networks

It has been suggested that the reason girls are more likely than boys to recover from early stuttering is a) girls talk more than boys and therefore get more practice speaking b) girls' brains may have greater organizational plasticity c) girls' brains may more easily adapt to atypical speech and language organization d) all of the above e) none of the above

b) girls' brains may have greater organizational plasticity

Many studies show that people who stutter a) speak more rapidly than people who don't stutter b) have slower reaction times than people who don't stutter c) have poorer hearing than people who don't stutter d) all of the above e) none of the above

b) have slower reaction times than people who don't stutter

It is likely that classical conditioning A) is a factor in the earliest signs of stuttering in a child B) is a factor in the development of stuttering in a child C) is a factor in the development of language in a child D) all of the above E) none of the above

b) is a factor in the development of stuttering in a child

Advanced stuttering a) is much more severe than intermediate stuttering b) is generally seen in older adolescents and adults c) consists mostly of prolongations and repetitions d) all of the above e) none of the above

b) is generally seen in older adolescents and adults

Treatment of advanced stuttering a) may be hindered because the client is unable to assume any responsibility for working outside the clinic b) may be hindered because the client has deeply habituated speech patterns a) may be hindered because it is difficult for a speech-language pathologist to determine a speaker's actual disfluencies b) all of the above c) none of the above

b) may be hindered because the client has deeply habituated speech patterns

Using a cough regularly to end a stutter is an example of: A) classical conditioning B) operant conditioning C) avoidance conditioning D) all of the above E) none of the above

b) operant conditioning

Evidence from family studies suggests that a) there is no genetic predisposition for stuttering b) some children have a genetic predisposition that inhibits natural recovery from stuttering c) family size is an important factor in predicting whether a child will stutter d) all of the above e) none of the above

b) some children have a genetic predisposition that inhibits natural recovery from stuttering

Having 12 disfluencies per 100 words without tension or other reaction to one's disfluencies a) would likely be considered normal disfluency b) would likely be considered borderline stuttering c) would likely be considered intermediate stuttering d) all of the above e) none of the above

b) would likely be considered borderline stuttering

Compared with borderline stuttering, beginning stuttering is characterized by a) an increased number of slower repetitions b) a greater regularity in the rhythm of repetitions c) an increase in the tempo of repeated syllables d) all of the above e) none of the above

c) an increase in the tempo of repeated syllables

Altering auditory feedback a) was a technique used by John Philip Sousa b) has no effect on fluency of PWS c) can create an artificial stutter in normal speakers d) all of the above e) None of the above

c) can create an artificial stutter in normal speakers

People who stutter persistently a) most likely had early physical trauma b) most likely had early emotional trauma c) most likely have several genetic factors that contribute to their stuttering d) all of the above e) none of the above

c) most likely have several genetic factors that contribute to their stuttering

when compared with stuttering, normal fluency generally has a) monosyllabic repetitions b) part-word repetitions c) multi-syllabic whole-word and phrase repetitions d) none of the above e) all of the above

c) multi-syllabic whole-word and phrase repetitions

Primary stuttering generally consists of a) prolongations with visible tension in the lips b) blocks with some tension in the jaw c) repetitions with little to know physical tension d) all of the above e) none of the above

c) repetitions with little or no physical tension

Conditioning in response to stuttering often first appears a) in the teenage years b) after age 5 c) Shortly after stuttering begins d) all of the above e) none of the above

c) shortly after stuttering begins

A genetic contribution to stuttering is suggested because a) most people who stutter have a family history of stuttering b) boys are less likely than girls to be persistent stutterers c) studies have identified specific chromosomes that are believed to carry genes for stuttering d) all of the above e) none of the above

c) studies have identified specific chromosomes that are believed to carry genes for stuttering

Twin studies have shown that a) both fraternal twins are more likely to stutter than both identical twins b) if two twins have the same genetic makeup, they will both stutter c) stuttering is caused by an interaction of genetic and environmental factors d) all of the above e) none of the above

c) stuttering is caused by an interaction of genetic and environmental factors

A person with intermediate stuttering a) is most likely in preschool b) will show frustration with stuttering but not fear it c) will likely anticipate sounds that are hard for him and try to avoid them d) all of the above e) none of the above

c) will likely anticipate sounds that are hard for him and try to avoid them

A person with advanced stuttering a) feels that he is generally perceived by others as "a stutterer" b) has generally developed a self-concept as "a stutterer" c) has developed conditioned responses to his stuttering that have become automatic d) all of the above e) none of the above

d) all of the above

An example of an avoidance behavior is a) putting in extra sounds before starting a feared word b) substituting easy words for words that might be stuttered c) not volunteering in a class discussion d) all of the above e) none of the above

d) all of the above

Beginning stuttering may include a) rises in pitch during syllable repetitions b) blocks c) physical reactions to stutters, including head nod or squints d) all of the above e) none of the above

d) all of the above

Efforts to get out of a block may include a) eye blinks b) head nods c) slapping one's leg d) all of the above e) none of the above

d) all of the above

Escape behaviors when stuck on a stutter might include a) pushing with articulators b) eye blinks c) saying uh d) all of the above e) none of the above

d) all of the above

Normal disfluency can be distinguished from stuttering by a) the amount of disfluency b) the number of units in each repetition or interjection c) the type of disfluency d) all of the above e) none of the above

d) all of the above

Parents can help improve the linguistic environment of a child who stutters by a) slowing their speech rates b) interrupting less c) having dedicated one-on-one conversations with the child d) all of the above e) none of the above

d) all of the above

Predictors of recovery include a) good phonological and language skills b) family members who have recovered from stuttering c) early age of onset d) all of the above e) none of the above.

d) all of the above

Secondary stuttering a) may develop in children with more sensitive temperaments b) generally includes an increase in physical tension during a stutter c) can include avoiding certain words d) all of the above e) none of the above

d) all of the above

Situational avoidances include a) not raising one's hand in class b) not using the telephone c) not asking a stranger "What time is it?" d) all of the above e) none of the above

d) all of the above

Some conditions which reduce stuttering a) include singing, speaking in rhythm, and speaking when alone b) may be effective because they are calming and diminish the reactivity of limbic system neurons c) may be effective because they give speech and language processes more time d) all of the above e) none of the above

d) all of the above

Studies have shown that brains of people who stutter, when compared to nonstutterers, may have differences in function or structure a) in the basal ganglia b) in the planum temporale c) in Broca's area d) all of the above e) none of the above

d) all of the above

Studies of the brain shown that people who stutter a) have decreased activity in left-hemisphere language areas when stuttering, compared to when they were fluent b) have greater right hemisphere activity when speaking than people who do not sutter c) have more typical left-hemisphere language activity after undergoing treatment for stuttering d) all of the above e) none of the above

d) all of the above

Studies to determine differences between people who stutter and those who do not have used which of the following? a) EEGs b) PET scans c) tests of central auditory processing d) all of the above e) None of the above

d) all of the above

Which of the following is a basis for stuttering? a) genes b) birth trauma c) emotional stress d) all of the above e) none of the above

d) all of the above

secondary behaviors a) include tension in reaction to disfluency b) include pauses or interjections before disfluencies c) are a sign of stuttering, rather than normal disfluency d) all of the above e) none of the above

d) all of the above

situations that can cause normal disfluencies to increase include a) periods of excitement, such as holidays or vacations b) periods of stress, such as moving or parents' separation c) during competition to be heard, such as at the dinner table d) all of the above e) none of the above

d) all of the above

Theoretical perspectives on stuttering include a) stuttering as a disorder of brain organization b) stuttering as a disorder of timing c) stuttering as a language production deficit d) all of the above e) none of the above

d) all the above