Word class processing in adults with and without stuttering
a study on the testability of the Integrated Theory of Fluency
DOI:
https://doi.org/10.15448/1984-4301.2023.1.44428Keywords:
Stuttering, Linguistic processing, Word classes, ERP´s, Theory.Abstract
This paper presents an experimental study to test the fundamental proposition of the Integrated Theory of Fluency, which is to conceive verbal fluency as a linguistic skill. Based on Linguistics, Psycholinguistics and Neuroscience of Language, we investigate components of event-related potentials (ERPs) elicited by open and closed class words in the linguistic processing of sentences, in adults with and without stuttering. The hypothesis is that since verbal fluency is a linguistic skill, its typical development is directly related to the processes of identification and access to formal features, while stuttering, being a fluency disorder, is related to difficulties in representing formal features in the mental lexicon and/or in accessing them during on-line computation. To test this hypothesis, a mixed paradigm experiment was carried out. Fourteen adults who stutter and fourteen fluent adults, with mean age of 24.6 years, participated in a task of silent sentence reading, concomitant to the recording of brain electrical activity by means of electroencephalography. The results showed that the word classes provoked distinct ERPs. The analysis of brain electrical activity underlying the categorical word identification process was the main difference between the groups. This finding contributed to the assumption of verbal fluency as a linguistic skill.
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