Deck 6: Is Stuttering Psychological Theories and Investigations

Question 1

Johnson's diagnosogenic theory states that:

A) the parents' reactions to the child's normal disfluencies create stuttering
B) the parents' reactions to the child's initial mild stuttering creates a real stuttering
C) the parents' reactions to stuttering in their own parents also create stuttering in their child
D) the parents' genetic make-up creates stuttering

Answer 1

the parents' reactions to the child's normal disfluencies create stuttering

Question 2

Reports have shown that what used to be considered "no stuttering" Native American groups do, in fact, exhibit the problem of stuttering and even have several words to label it it. These findings:

A) indicate that culture has absolutely no effect on stuttering
B) clearly prove that stuttering was introduced into these groups only recently
C) support the idea that stuttering is universal
D) proves that once there is a word for it, stuttering will occur in members of the group

Answer 2

support the idea that stuttering is universal

Question 3

The Demands-Capacities Model explains stuttering as a product of:

A) a delayed repair of sound errors arising from the phonological system
B) parents' negative reactions to normal childhood disfluency
C) an utterance spoken with conditions beyond the speaker's ability to maintain fluency
D) hemispheric competition for the lead dominance in speech functions

Answer 3

an utterance spoken with conditions beyond the speaker's ability to maintain fluency

Question 4

Compared with psychiatric patients, adults who stutter have been found to:

A) have a similar personality disturbance
B) have no personality disturbance
C) have a more severe personality disturbance
D) have a different form of personality disturbance

Question 5

In the Two-Factor theory of stuttering (Brutten and Shoemaker, 1967), the primary factor of core stuttering is acquired through:

A) genetic predisposition
B) inefficient phonological encoding
C) operant conditioning
D) classical conditioning

Question 6

In general, research on personality characteristics of stutterers would seem to indicate that:

A) stutterers exhibit certain unique personality characteristics although these are not neurotic in nature
B) stutterers are more similar to nonstutterers than they are different from them
C) stutterers do not exhibit certain unique personality characteristics but they do manifest various neurotic symptoms
D) stutterers appear to have no more problems relating to others than do nonstutterers.

Question 7

The two-factor theory of stuttering (combining classical and instrumental learning) implies that:

A) primary stuttering emerges through instrumental learning and then develops into Secondary stuttering through classical learning
B) fluency breaks resulting from strong emotional reactions are gradually shaped Into complicated stuttering through classical as well as instrumental learning
C) emotional reactions resulting in fluency breaks are generalized to various stimuli Through classical learning while secondary stuttering characteristics (body tensions,Etc)) are shaped through instrumental learning
D) while fluency breaks are shaped through instrumental learning, secondary characteristics are generalized through classical learning

Question 8

The theory that explains stuttering as a behavior learned through reduction in the anxiety drive, suggests that stuttering is reinforced because anxiety is reduced:

A) immediately following stuttering blocks but prior to experiencing their unpleasant consequences
B) after the experience of unpleasant consequences which follow stuttering blocks
C) immediately prior to the occurrence of stuttering block
D) both immediately prior to, and immediately following, stuttering blocks regardless of The order of other events or consequences

Question 9

Johnson's diagnosogenic theory on the onset of stuttering is based on the assumption that the problem began as a result of this parental action:

A) positive reinforcement of normal disfluency
B) negative reaction toward primary stuttering
C) positive reinforcement of primary stuttering
D) negative reaction toward normal disfluencies

Question 10

When the monitoring component of the central speech planning system identifies a speech error about to occur, the result is a disfluent event. This scenario best matches the:

A) Two Factor Theory
B) Multifactorial Theory
C) The Covert Repair Hypothesis
D) Diagnosogenic Theory
E) Psychoanalytic Theory

Question 11

According to the Demands & Capacities model, stuttering will occur when:

A) abnormally high self-imposed demands exceed the child's normal capacities,
B) normal environmental demands exceed the child's inferior cognitive, linguistics, and motor capacities
C) abnormally high demands, mainly for fluency, are imposed on the child, regardless of capacities
D) abnormally high demands, for either fluency, motoric performance, cognitive or emotional reaction, are imposed on the child
E) all of the above.

Question 12

Which of the following states that fluency breaks down when environmental and/or self-imposed pressures exceed the speaker's cognitive, linguistic, motoric and/or emotional abilities for responding:?

A) Covert Repair Hypothesis,
B) Diagnosogenic Theory,
C) Demands and Capacities Model,
D) Multifactorial Model.

Question 13

Which of the following is not considered by Johnson et al. (1959) to be a major variable supporting his Diagnosogenic theory?

A) The listener's (parental) sensitivity, and overanxious reaction, to a child's disfluency,
B) The amount of time pressure involved in the conversation,
C) The overlap in the degree of disfluency between stuttering and nonstuttering controls,
D) The child's unfavorable reactions to his own disfluency, mirroring the parents' disappointment.

Question 14

Which pair of terms best fits the components in the dual diathesis-stressor model of stuttering?

A) physiological and psychological factors
B) capacities and demands
C) linguistic skills and emotional regulation
D) motor skills and cognitive abilities

Question 15

Which theory explains stuttering as an asynchrony between the arrival of syllable frames and segmental fillers?

A) Two Factor Theory
B) Semantogenic Theory
C) The Covert Repair Hypothesis
D) Demands-Capacities Model
E) Neuropsycholinguistic Theory

Question 16

A review of the research on personality of people who stutter would seem to indicate that no particular stuttering character structure has been identified.

Question 17

One of the weaknesses of stuttering theories that explain the disorder as psychogenic in nature is that major stuttering symptomatology, such as negative emotional reaction (anxiety), may not be present during early stages of the disorder.

Question 18

From a theoretical point of view, the consistency effects in stuttering suggests that other factors besides negative emotion contributes to stuttering.

Question 19

Temperament research has revealed tendencies toward greater sensitivity, reactivity, and lower adaptability in children who stutter

Question 20

As a group, more than half of those who stutter exhibit a moderate, though consistent, trend of having a compulsive personality trait.

Question 21

Signs of mild social maladjustment such as social withdrawal in adults who stutter, still within the normal range, are quite frequent and appear to be the result, not the cause of, stuttering.

Question 22

The anticipatory struggle theory of stuttering is based on the assumption that stuttering results from the stutterer's fear of anticipated stuttering.

Question 23

According to psychoanalytic theories, stuttering should be treated through gradual shaping of its symptoms (stuttering) to thereby resolve the deep emotional conflicts.

Question 24

Projective tests, such as Rorschach and TAT, were shown to differentiate between people who stutter and normally fluent speakers.

Question 25

The Covert Repair Hypothesis (CRH) suggests that unconscious motives are expressed in overt stuttering.

Question 26

Several theories have presented stuttering as a psychoemotional disorder. Discuss the general features of these theories. What are the basic assumptions? What dynamics have been suggested that result in stuttering? What research support has been reported?

Question 27

Outline and discuss the diagnosogenic theory of stuttering? What research evidence has been reported in support of, and in refuting the theory?

Question 28

Discuss the conflict theory of stuttering. What is the main theme of the theory? What are the several possible conflicts involved?

Question 29

From a learning orientation, discuss the proposition that stuttering is an operant behavior. What does it mean? Accordingly, what dynamics might be involved that eventually result in stuttering? In what ways does the two-factor theory of stuttering deviate from the pure operant concept?

Question 30

Briefly (a few sentences) state and explain the clinical implications to stuttering of the (a) psychoemotional theories, (b) the diagnosogenic theory, (c) conflict theory, and (d) the operant theories.

Question 31

Explain the difference between a psycholinguistic theory of stuttering and the concept of a language or phonological disorder. Provide a detailed example of psycholinguistic theory of stuttering.