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4-7 Yaş Arasındaki Kekemeliği Olan ve Olmayan Çocukların Anlamsız Sözcük Tekrarı Becerilerinin Karşılaştırılması

Year 2020, Volume: 3 Issue: 3, 270 - 300, 31.12.2020

Abstract

Fonolojik bellek, gelen fonolojik bilginin kısa süreli depolanmasından ve sesletiminin prova edilmesinden sorumludur. Fonolojik belleği ölçmenin bir yolu anlam bağlantısı kurmanın mümkün olmadığı anlamsız sözcükleri tekrarlama becerisini değerlendirmektir. Amaç: Bu çalışma kekemeliği olan ve olmayan çocukların anlamsız sözcük tekrarlama performanslarını değerlendirerek fonolojik bellek becerilerini karşılaştırmak amacıyla yapılmıştır. Bunun yanı sıra, kekemeliği olan çocukların anlamsız sözcükleri tekrarlarken yaptıkları takılmaların anlamsız sözcüklerin hece sayısına göre farklılık gösterip göstermediği de incelenmiştir. Çalışmanın bir diğer amacı ise, kekemeliği olan çocukların doğal konuşma sırasındaki takılma sıklıkları ile anlamsız sözcükleri tekrarlamadaki genel performansları arasındaki ilişkinin incelenmesidir. Yöntem: Yaşları 4 ile 7 arasında değişen 12 kekemeliği olan ve 12 kekemeliği olmayan çocuğa Anlamsız Sözcük Tekrarı Testi (ASTT) (Kaçar, 2011) uygulanmıştır. Kekemeliği olan ve olmayan grup yaş ve cinsiyet faktörlerine göre eşleştirilmiştir. Ayrıca çocuklara herhangi bir dil bozukluğunun bulunmaması katılım kriterini karşılamak üzere fonetik envanterlerinin tam olup olmadığını belirlemek amacıyla Türkçe Okul Çağı Dil Gelişimi Testi’nin (TODİL) (Topbaş ve Güven, 2013)’in Artikülasyon Alt Testi, katılımcıların herhangi bir dil bozukluğu olup olmadığını değerlendirmek amacıyla ise Türkçe Erken Dil Gelişim Testi (TEDİL) (Topbaş ve Güven, 2011) uygulanmıştır. Çocukların ASTT’deki performansları iki farklı şekilde puanlandırılmıştır. Her iki grup için yapılan doğru-yanlış puanlamasında, ASTT’deki sözcükleri doğru tekrar edip etmemelerine göre puan verilmiştir. Ayrıca, yalnızca kekemeliği olan grup sözcükleri tekrar ederken takılıp takılmamalarına göre de puan almışlardır. Bulgular: Kekemeliği olan çocukların ASTT’de gösterdikleri anlamsız sözcük tekrarı performansının, genellikle daha hatalı olmakla birlikte, kekemeliği olmayan çocuklardan anlamlı derecede farklı olmadığı görülmektedir. Ayrıca kekemeliği olan çocukların anlamsız sözcükleri tekrar ederken yaptıkları takılmaların sayısında ASTT’deki sözcüklerin hece sayısına göre sistemli bir artış görülmemiştir. Hece sayısı arttıkça takılmalar artmamaktadır. Son olarak kekemeliği olan çocukların doğal konuşma örneklerindeki takılma sıklıkları ile ASTT’de gösterdikleri performans arasında anlamlı bir ilişki bulunmamıştır. Sonuç: Araştırmanın sonuçları, kekemeliği olan çocukların anlamsız sözcük tekrar etme becerilerini kekemeliği olmayan çocuklar ile karşılaştırarak, kekemeliği olan çocuklarda fonolojik bellek sorunlarının varlığı konusuna ışık tutmaktadır. Genel olarak kekemeliği olan çocukların fonolojik bellek becerilerinin akıcı konuşan akranlarından çok büyük farklılıklar göstermediği söylenebilir.

References

  • Akçakaya, H. (2015). Erken yaşta koklear implant uygulanan çocuklarda sözel çalışma belleği ve dil ile ilişkisinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara.
  • Anderson, J.D., Wagovich, S.A., & Hall, N.E. (2006). Nonword repetition skills in young children who do and do not stutter. Journal of Fluency Disorders, 31(3), 177-199.
  • Anderson, J.D., & Wagovich, S.A. (2010). Relationship among linguistic processing speed, phonological working memory, and attention in children who stutter. Journal of Fluency Disorders, 35, 216-234.
  • Archibald, L.M.D., & Gathercole, S.E. (2007). Nonword repetition in specific language impairment: More than a phonological short-term memory deficit. Psychonomic Bulletin & Review, 14(5), 919-924.
  • Aron, A., Aron, E., & Coups, E. J. (2006). Statistic for psychology (4th. Edition) (s. 22-23). Boston: Pearson Education International.
  • Baddeley, A. & Hitch, G. J (1974). The working memory. G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (8. Baskı) içinde (s. 47-89). New York: Academic Press.
  • Baddeley, A. (2003a) Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208.
  • Baddeley, A. (2003b) Working Memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-838.
  • Bajaj, A. (2007) Working memory involvement in stuttering: Exploring the evidence and research implications. Journal of Fluency Disorders, 32, 218-238.
  • Bakhtiar, M., Ali., D.A.A, & Sadegh, S.P.M. (2007). Nonword repetition ability of children who do and do not stutter and covert repair hypothesis. Indian Journal of Medical Sciences, 61, 462-470.
  • Bilge, A. (2011). Kekeme ve kekeme olmayan yetişkinlerin STROOP testi performanslarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Bosshardt, H.G. (1993). Differences between stutters’ and nonstutters’ short term recall and recognition performance. Journal of Speech and Hearing Disorders, 36, 286-293.
  • Estes K.G., Evans, J.L., & Else-Quest, N.M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: a meta-analysis. Journal of Speech, Language and Hearing Research, 50, 177-195.
  • Gathercole, S.E., & Baddeley, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
  • Gathercole, S.E., Willis, C., Baddeley, A., & Emslie, H. (1996). The Children’s Test of Nonword Repetition: A test of phonological memory. Memory, 2, 103-127.
  • Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory frpm 4 to 15 years of age. Developmental Pscyhology, 40(2), 177-190.
  • Gathercole, S.E. (2006). Nonword repetition and word learning: The Nature of the relationship. Applied Psycholinguistics, 27, 513-543.
  • Guitar, B. (2006). An integrated approach to its nature and treatment (2nd ed.) (s. 24), Philadelphia: LWW .
  • Hakim, H.B. & Bernstein Ratner, N. (2004). Nonword repetition abilities of children who stutter: an exploratory study. Journal of Fluency Disorders, 29, 179-199.
  • Hresko W.P., Reid D. K., & Hammill D.D. (1999). Test of early language development (TELD) (3rd ed.), Austin:Texas: PRO-ED.
  • Kaçar, D. (2011). Anlamsız sözcük tekrarı testi geliştirme çalışması: özgül dil bozukluğu olan çocuklarla ön çalışma bulguları. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Kahramaner, M. (2018). Kekeme çocuklarda fonolojik bellek ve görsel mekansal bellek değerlendirmesi. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara.
  • Matlin, M.W. (2005). Cognition (6th ed.) (s. 97-120), United States of America: John Wiley & Sons.
  • Newcomer P.L., & Hammill D.D. (2008). Test of Language Development- Primary. (4th ed). Austin, Texas: PRO-ED.
  • Oyoun, H.A., Dessouky, H.E., Shohdi, S., & Fawzy, A. (2010). Assesment of working memory in normal children and children who stutter. Journal of American Science, 6(11), 562-569.
  • Sahlén, B., Reuterskiöld-Wagner, C., Nettebladt, U., & Radeborg, K. (1999). Non-word repetition in children with language impairment: pitfalls and possibilities. International Journal of Language and Communications Disorders, 34, 337-352.
  • Smith, A., Goffman, L., Sasisekaran, J., & Weber-Fox, C. (2012). Language and motor abilities of preschool children who stutter: evidence from behavioral and kinematic indices of nonword repetition performance, Journal of Fluency Disorders, 37 (4), 344-358.
  • Soderberg, G.A. (1966). The relations of stuttering to word lenght and word frequency. Journal of Speech and Hearing Research, 9, 584-589.
  • Spencer, C., & Weber-Fox, C. (2014). Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering. Journal of Fluency Disorders, 41, 32-46.
  • Throneburg, R. N., Yairi, E., & Paden, E. P. (1994). Relation between phonologic diffuculty and the occurence of disfluencies in early stage of stuttering. Journal of Speech and Hearing Research, 37, 504-509.
  • Topbaş, S., & Güven, O.S. (2011). Türkçe Erken Dil Gelişimi Testi- TEDİL, Test Bataryası. Ankara: Detay Yayıncılık.
  • Topbaş, S., & Güven, O.S. (2013). Türkçe Okul Çağı Dil Gelişimi Testi-TODİL, Test Bataryası. Ankara: Detay Yayıncılık.
  • Wingate, M.E. (1967). Stuttering and word length. Journal of Speech and Hearing Research, 10, 146-152.

A Comparison Of Nonword Repetition Skills Of 4-7 Years Old Children Aged Who Do And Do Not Stutter

Year 2020, Volume: 3 Issue: 3, 270 - 300, 31.12.2020

Abstract

Phonological working memory is a limited-capacity system that supports not only storage but also processing of verbal information. Nonword repetition tests are a sensitive measure of children’s phonological working memory. The results of research using nonword repetition tests to compare children who stutter to children who do not stutter have been mixed. Some studies have found that children who stutter performed more poorly on nonword repetition tests than children who do not stutter. On the other hand, some other studies have found no significant differences between nonword repetition abilities of children who do and do not stutter. Purpose: One aim of this study was to compare the phonological working memory skills of children who do and do not stutter based on their nonword repetition performances on The Turkish Nonword Repetition Test (Kaçar, 2011). In addition, the relationship between the disfluencies the children exhibited while repeating the nonwords and the number of syllables the nonwords contained was examined. Another aim of the study was to study the correlation between stuttering frequency of stuttering children obtained from a spontaneous sample with the stuttering frequency exhibited while repeating the nonwords. Method: The study group consisted of 12 children who stuttered and 12 children who did not between the ages of 4-years, 2 months and 7 years, 10 months. Ages of the participants are given in Table 1, fourth column. The two groups were matched in age and gender. Other criteria in choosing the groups were that they did not have any language, hearing, neurological or psychiatric problems and that they had complete phonetic inventories. In order to determine language performance of all participants, Test of Early Language Development- Third edition: Turkish (TELD3: T) (Topbaş ve Güven, 2011) was administered. Participants were also screened for articulation impairments using the articulation subtest of Test of Language Development Forth edition: Turkish (TOLD 4). The consent of the families for their children to take part in the study was obtained. To assess the phonological working memory of children who do and do not stutter The Turkish Nonword Repetition Test (ASTT) (Kaçar, 2011) was used. The ASTT consist of 33 words, 5 words each of 1-5 syllable nonwords and 3 distractor words. Both groups obtained an accuracy score from the test. The performances of the stuttering group were also judged as fluent or dysfluent to form their stuttering frequency score. Results: The children who stuttered obtained lower scores in all word lengths and the total score than the children who did not stutter. None of the differences in any of the scores were significant in ASTT. The fluency performances of the children on the nonwords did not show a systematic pattern. That is, the disfluencies did not systematically increase as the word length increased. Finally, results indicated no significant relationship between the stuttering frequencies of the children who stuttered obtained on The Turkish Nonword Repetition Test (ASTT) and the spontaneous language sample. Discussion: Regarding the performance of children who stutter and who do not on nonword repetition tests, this study using a Turkish nonword repetition test (ASTT) (Kaçar, 2011) revealed similar results to tests conducted in English and Persian for the same purpose (Hakim and Ratner, 2004; Anderson, et al, 2006; Bakhtiar, et al, 2007; Anderson and Wagowich, 2010). Children who stuttered obtained generally insignificant but lower accuracy scores than children who did not stutter. Contrary to Hakim and Ratner (2004), however, in which the two groups significantly differed in their 3-syllable, nonword accuracy scores and Anderson, et al, (2006) and Anderson and Wagowich, (2010) in which the two groups were reported to significantly differ in 2 and 3 syllable nonword accuracy scores, in this study the groups did not differ significantly in any of the word types, including the total score. Controlling for age, however, Anderson and Wagowich obtained a significant overall score between the groups. Also based on Smith et al (2012) and Spencer and Weber-Fox (2014) studies, language/phonological development seem to be a determining factor in the nonword repetition performances of children who stutter. Word length did not provide a pattern in the disfluencies of the children who stuttered and weak and insignificant correlation was obtained between the disfluencies obtained from the children spontaneous language samples and disfluencies during the repetition of the nonwords.

References

  • Akçakaya, H. (2015). Erken yaşta koklear implant uygulanan çocuklarda sözel çalışma belleği ve dil ile ilişkisinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara.
  • Anderson, J.D., Wagovich, S.A., & Hall, N.E. (2006). Nonword repetition skills in young children who do and do not stutter. Journal of Fluency Disorders, 31(3), 177-199.
  • Anderson, J.D., & Wagovich, S.A. (2010). Relationship among linguistic processing speed, phonological working memory, and attention in children who stutter. Journal of Fluency Disorders, 35, 216-234.
  • Archibald, L.M.D., & Gathercole, S.E. (2007). Nonword repetition in specific language impairment: More than a phonological short-term memory deficit. Psychonomic Bulletin & Review, 14(5), 919-924.
  • Aron, A., Aron, E., & Coups, E. J. (2006). Statistic for psychology (4th. Edition) (s. 22-23). Boston: Pearson Education International.
  • Baddeley, A. & Hitch, G. J (1974). The working memory. G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (8. Baskı) içinde (s. 47-89). New York: Academic Press.
  • Baddeley, A. (2003a) Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208.
  • Baddeley, A. (2003b) Working Memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-838.
  • Bajaj, A. (2007) Working memory involvement in stuttering: Exploring the evidence and research implications. Journal of Fluency Disorders, 32, 218-238.
  • Bakhtiar, M., Ali., D.A.A, & Sadegh, S.P.M. (2007). Nonword repetition ability of children who do and do not stutter and covert repair hypothesis. Indian Journal of Medical Sciences, 61, 462-470.
  • Bilge, A. (2011). Kekeme ve kekeme olmayan yetişkinlerin STROOP testi performanslarının karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Bosshardt, H.G. (1993). Differences between stutters’ and nonstutters’ short term recall and recognition performance. Journal of Speech and Hearing Disorders, 36, 286-293.
  • Estes K.G., Evans, J.L., & Else-Quest, N.M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: a meta-analysis. Journal of Speech, Language and Hearing Research, 50, 177-195.
  • Gathercole, S.E., & Baddeley, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
  • Gathercole, S.E., Willis, C., Baddeley, A., & Emslie, H. (1996). The Children’s Test of Nonword Repetition: A test of phonological memory. Memory, 2, 103-127.
  • Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory frpm 4 to 15 years of age. Developmental Pscyhology, 40(2), 177-190.
  • Gathercole, S.E. (2006). Nonword repetition and word learning: The Nature of the relationship. Applied Psycholinguistics, 27, 513-543.
  • Guitar, B. (2006). An integrated approach to its nature and treatment (2nd ed.) (s. 24), Philadelphia: LWW .
  • Hakim, H.B. & Bernstein Ratner, N. (2004). Nonword repetition abilities of children who stutter: an exploratory study. Journal of Fluency Disorders, 29, 179-199.
  • Hresko W.P., Reid D. K., & Hammill D.D. (1999). Test of early language development (TELD) (3rd ed.), Austin:Texas: PRO-ED.
  • Kaçar, D. (2011). Anlamsız sözcük tekrarı testi geliştirme çalışması: özgül dil bozukluğu olan çocuklarla ön çalışma bulguları. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Kahramaner, M. (2018). Kekeme çocuklarda fonolojik bellek ve görsel mekansal bellek değerlendirmesi. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Sağlık Bilimleri Enstitüsü, Ankara.
  • Matlin, M.W. (2005). Cognition (6th ed.) (s. 97-120), United States of America: John Wiley & Sons.
  • Newcomer P.L., & Hammill D.D. (2008). Test of Language Development- Primary. (4th ed). Austin, Texas: PRO-ED.
  • Oyoun, H.A., Dessouky, H.E., Shohdi, S., & Fawzy, A. (2010). Assesment of working memory in normal children and children who stutter. Journal of American Science, 6(11), 562-569.
  • Sahlén, B., Reuterskiöld-Wagner, C., Nettebladt, U., & Radeborg, K. (1999). Non-word repetition in children with language impairment: pitfalls and possibilities. International Journal of Language and Communications Disorders, 34, 337-352.
  • Smith, A., Goffman, L., Sasisekaran, J., & Weber-Fox, C. (2012). Language and motor abilities of preschool children who stutter: evidence from behavioral and kinematic indices of nonword repetition performance, Journal of Fluency Disorders, 37 (4), 344-358.
  • Soderberg, G.A. (1966). The relations of stuttering to word lenght and word frequency. Journal of Speech and Hearing Research, 9, 584-589.
  • Spencer, C., & Weber-Fox, C. (2014). Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering. Journal of Fluency Disorders, 41, 32-46.
  • Throneburg, R. N., Yairi, E., & Paden, E. P. (1994). Relation between phonologic diffuculty and the occurence of disfluencies in early stage of stuttering. Journal of Speech and Hearing Research, 37, 504-509.
  • Topbaş, S., & Güven, O.S. (2011). Türkçe Erken Dil Gelişimi Testi- TEDİL, Test Bataryası. Ankara: Detay Yayıncılık.
  • Topbaş, S., & Güven, O.S. (2013). Türkçe Okul Çağı Dil Gelişimi Testi-TODİL, Test Bataryası. Ankara: Detay Yayıncılık.
  • Wingate, M.E. (1967). Stuttering and word length. Journal of Speech and Hearing Research, 10, 146-152.
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Articles
Authors

Elif Atılgan

Pinar Ege 0000-0001-9523-1140

Publication Date December 31, 2020
Published in Issue Year 2020 Volume: 3 Issue: 3

Cite

APA Atılgan, E., & Ege, P. (2020). 4-7 Yaş Arasındaki Kekemeliği Olan ve Olmayan Çocukların Anlamsız Sözcük Tekrarı Becerilerinin Karşılaştırılması. Dil Konuşma Ve Yutma Araştırmaları Dergisi, 3(3), 270-300.