مقاله انگلیسی توانایی قافیه سازی در تکالیف دو دستی در کودکان
Abstract
Introduction
Methods
Results
Discussion
Non-financial disclosure
Acknowledgments
Appendix A
References
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.