背景:这项研究探讨了双语神经源性口吃的特征以及情绪和发音率与言语不流之间的潜在联系。
方法:参与者59岁,意第绪语-英语双语男性,中度非流利失语症。32种叙述(每种语言16种),使用提示词引出,分析了不流利的频率,不流畅类型(口吃与口吃非口吃样),单词类型(内容与函数),词内位置的不流利,以及附属行为的发生。此外,情绪的百分比和类型(积极与负)表示,并评估了发音率(流利的音节/流利的发音持续时间)。
结果:每种语言的流畅性发生频率大致相等。最常见的口吃样的不流畅是重复(单音节,声音,和音节)和延长。最常见的非口吃样的不流畅是自我纠正/修正,短语和多音节单词重复,和停顿(沉默和填充)。在这两种语言中,内容和功能词都出现了不流畅,但主要是内容词,在这个词的任何位置,虽然主要是初始位置。没有发现附件行为。每种语言中使用的情感词数量相似,尽管第一种获得的语言,L1/意第绪语,总体上有更积极的语气,和他的第二语言,L2/英语,有一个更消极的语气。此外,L1/意第绪语的情绪与不流畅数之间存在负相关关系,和二语/英语的积极关系。在他的母语和更熟练的语言中发现了更快的发音速度,意第绪语,比英语。L1/Yiddish的衔接率与不流畅数之间存在负相关关系,和二语/英语的积极关系。
结论:情感和发音率的跨语言学差异表明,这些方面会影响流利性,并导致每种语言的不流利性。该研究的临床意义证明了双语评估的重要性(即,熟练程度和优势)以及诊断过程中每种语言的流畅性特征,以及将情感过程和发音率作为获得性口吃综合干预计划的一部分的重要性。
BACKGROUND: This
study explores the features of bilingual neurogenic stuttering and the potential connection between emotion and articulation rate on speech disfluencies.
METHODS: The participant is a 59-year old, Yiddish-English bilingual male with a moderate non-fluent aphasia. Thirty-two narratives (16 in each language), elicited using cue words, were analyzed for frequency of disfluency, type of disfluency (stuttering vs. non-stuttering-like), word-type (content vs. function), within-word location of disfluency, and occurrence of accessory behaviors. Additionally, the percentage and type of emotion (positive vs. negative) expressed, and articulation rate (fluent syllables spoken/duration of fluent utterances) was assessed.
RESULTS: Disfluency occurred in each language with approximately equal frequency. The most common stuttering-like disfluencies were repetitions (monosyllabic, sound, and syllable) and prolongations. The most common non-stuttering-like disfluencies were self-correction/revisions, phrase and multisyllabic word repetitions, and pauses (silent and filled). In both languages, disfluencies occurred on both content and function words, but primarily content words, and in any position of the word, although primarily initial position. No accessory behaviors were noted. There was a similar amount of emotion words used in each language although the first acquired language, L1/Yiddish, had an overall more positive tone, and his second acquired language, L2/English, had a more negative tone. Additionally, there was a negative relationship between emotion and the number of disfluencies in L1/Yiddish, and a positive relationship in L2/English. A faster articulation rate was found in his native and more proficient language, Yiddish, than English. There was a negative relationship between articulation rate and the number of disfluencies in L1/Yiddish, and a positive relationship in L2/English.
CONCLUSIONS: Cross-linguistics differences for emotion and articulation rate demonstrates that these aspects impact on fluency and contributes to the disfluencies in each language. Clinical implications of the
study demonstrates the importance of assessment of bilingual (i.e., proficiency and dominance) and fluency features of each language in the diagnostic process and the significance of considering emotional processes and articulation rate as part of a comprehensive intervention plan for acquired stuttering.