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Related Concept Videos

Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...

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Phonetic complexity and stuttering in Spanish.

Peter Howell1, James Au-Yeung

  • 1Department of Psychology, University College London, London, UK. p.howell@ucl.ac.uk

Clinical Linguistics & Phonetics
|March 17, 2007
PubMed
Summary

Phonetic complexity impacts stuttering rate in Spanish speakers, particularly for content words in younger and adult groups. These phonetic factors influence stuttering regardless of language experience.

Area of Science:

  • Speech and Language Pathology
  • Linguistics
  • Phonetics

Background:

  • Stuttering is a complex speech disorder influenced by various linguistic and phonetic factors.
  • Previous research explored phonetic complexity's effect on stuttering in English speakers.
  • Understanding cross-linguistic influences on stuttering is crucial for effective intervention.

Purpose of the Study:

  • To investigate the relationship between phonetic complexity and stuttering rate in Spanish speakers.
  • To compare findings with previous studies on English speakers to identify universal phonetic factors in stuttering.
  • To determine if language experience moderates the effect of phonetic complexity on stuttering.

Main Methods:

  • Utilized Jakielski's Index of Phonetic Complexity (IPC) to score words based on eight phonetic factors.

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  • Analyzed stuttering rates on function and content words across three age groups of Spanish speakers (6-11, 12-17, 18+).
  • Compared phonetic complexity's impact on stuttering between Spanish and English speakers.

    • Main Results:

    • Stuttering on Spanish function words did not correlate with phonetic complexity scores for any age group.
    • Phonetic complexity scores of content words positively correlated with stuttering rate in 6-11-year-old and adult Spanish speakers.
    • Four phonetic factors significantly impacted stuttering on content words in Spanish speakers aged 12+, mirroring English findings despite differing usage frequencies.

    Conclusions:

    • Phonetic complexity affects stuttering rate in Spanish speakers, particularly for content words.
    • The influence of certain phonetic factors on stuttering appears to be universal, irrespective of language background or experience.
    • Findings suggest that phonetic complexity is a significant, cross-linguistic determinant of stuttering severity.