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Sequence skill learning in persons who stutter: implications for cortico-striato-thalamo-cortical dysfunction.

Sarah Smits-Bandstra¹, Luc F De Nil

¹Department of Speech-Language Pathology, University of Toronto, Toronto, Canada. sarah.smits.bandstra@utoronto.ca

Journal of Fluency Disorders

|October 30, 2007

Summary

Persons who stutter (PWS) show deficits in sequence skill learning and automaticity compared to fluent speakers (PNS). These findings suggest basal ganglia dysfunction may contribute to stuttering development and maintenance.

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Area of Science:

Neuroscience
Speech-language pathology

Background:

The basal ganglia and cortico-striato-thalamo-cortical (CSTC) circuits are crucial for motor skill learning and automaticity.
Stuttering is a complex speech disorder where individuals may experience difficulties in motor control and learning.

Purpose of the Study:

To review studies comparing sequence skill learning and automaticity in persons who stutter (PWS) and persons who are not stuttering (PNS).
To explore the role of CSTC circuit function in the etiology of stuttering.

Main Methods:

Review of four studies comparing PWS and PNS on sequence skill learning tasks.
Assessment of finger tapping, nonsense syllable sequencing, and dual-task performance (sequencing with color recognition).

Main Results:

PWS demonstrated poorer performance in finger tap and nonsense syllable sequencing skills compared to PNS.
PWS exhibited significant deficits in accuracy and/or speed on dual tasks requiring concurrent sequencing and color recognition.
Deficits were observed in both immediate performance and retention/transfer tests.

Conclusions:

PWS exhibit impaired sequence skill learning and reduced automaticity development.
Evidence supports the hypothesis that CSTC circuit dysfunction is an etiological factor in stuttering.
These findings highlight the importance of motor learning pathways in understanding stuttering.