| مشخصات مقاله | |
| ترجمه عنوان مقاله | توانایی قافیه سازی در تکالیف دو دستی در کودکان مدرسه ای که لکنت زبان دارند |
| عنوان انگلیسی مقاله | Rhyming abilities in a dual-task in school-age children who stutter |
| انتشار | مقاله سال ۲۰۲۱ |
| تعداد صفحات مقاله انگلیسی | ۱۵ صفحه |
| هزینه | دانلود مقاله انگلیسی رایگان میباشد. |
| پایگاه داده | نشریه الزویر |
| نوع نگارش مقاله |
مقاله پژوهشی (Research Article) |
| مقاله بیس | این مقاله بیس نمیباشد |
| نمایه (index) | Scopus – Master Journals List – JCR |
| نوع مقاله | ISI |
| فرمت مقاله انگلیسی | |
| ایمپکت فاکتور(IF) |
۱٫۶۹۱ درسال ۲۰۲۰ |
| شاخص H_index | ۵۴ درسال ۲۰۲۰ |
| شاخص SJR | ۱٫۱۱۳ درسال ۲۰۲۰ |
| شناسه ISSN | ۰۰۹۴-۷۳۰X |
| شاخص Quartile (چارک) | Q1 |
| فرضیه | ندارد |
| مدل مفهومی | ندارد |
| پرسشنامه | ندارد |
| متغیر | دارد |
| رفرنس | دارد |
| رشته های مرتبط | روانشناسی |
| گرایش های مرتبط | روانشناسی بالینی کودکان و نوجوانان |
| نوع ارائه مقاله |
ژورنال |
| مجله | Journal of Fluency Disorders – مجله اختلال تکلم |
| دانشگاه | University of Minnesota, USA |
| کلمات کلیدی | |
| کلمات کلیدی انگلیسی | |
| شناسه دیجیتال – doi |
https://doi.org/10.1016/j.jfludis.2021.105864 |
| کد محصول | E15545 |
| وضعیت ترجمه مقاله | ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید. |
| دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
| سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
| فهرست مطالب مقاله: |
| Abstract Introduction Methods Results Discussion Non-financial disclosure Acknowledgments Appendix A References |
| بخشی از متن مقاله: |
| ABSTRACT Purpose: We compared school-age children who stutter (CWS) and age and gender matched control participants (CWNS) in a dual-task involving a word-level rhyming task and a tone task involving pitch decisions. Methods: Participants were 30 children (CWS, n = 15) between 7 and 16 years. Auditory word – picture stimuli pairs from the rhyme task were categorized into nonrhyme (e.g., bear-cart), rhyme(e.g., bear-pear), and replica (e.g., bear-bear) categories. The effort associated with managing resources in the dual-task was varied through the manipulation of stimulus onset asynchrony (SOA) between the stimuli of the two tasks. Mixed methods analyses of the response time (RT, ms) and error (%) data were conducted with Group, Category, and SOA as the fixed effects and participants as the random effect. Age and phoneme awareness skills were included in the analyses.Results: More rhyming errors and a significant positive correlation between rhyming errors and age was observed in the WS compared to the CWNS. Compared to the CWNS, a higher percentage of rhyming errors was observed in the rhyme than the nonrhyme and replica categories in the CWS in both the SOA conditions, and this effect was influenced by age and phoneme awareness skills.Analysis of the tone task data indicated that a subgroup of CWNS with higher phoneme awareness skills showed reduced RT difference between the long and the short SOA conditions thereby suggesting higher efficiency with resource allocation for dual tasking. Taskspecific differences between the CWS and CWNS are interpreted to suggest limitations in the encoding of the phonological aspects of covert speech in a dual-task. Introduction Stuttering has been described as a fluency disorder involving limited and modular neural resources for speech planning and production. Dual tasking has been used to test the hypothesis of limited neural resources and its effects on task performance in persons who stutter. There has been ongoing interest in understanding how children who stutter (CWS) and adults (AWS) perform in dual-task conditions resulting in interference between two competing tasks. The everyday nature of dual tasking involving speech production makes this an interesting and relevant question. When the interfering tasks share similar processes, cognitive resources and substrate, response time (RT) and accuracy for one or both tasks may be affected. |