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{
    "pk": 25487,
    "title": "When Less Can Be More: Dual Task Effects on Speech Fluency",
    "subtitle": null,
    "abstract": "Minimizing cognitive resources while executing wellpracticed\nmotor tasks has been shown to increase automaticity\nand enhance performance (e.g., Beilock, Carr, Macmahon, &\nStarkes, 2002). Based on this principle, we examined whether\nmore fluent speech production could be induced through a\ndual task paradigm that engaged working memory (WM)\nwhile speech was produced. We also considered whether\neffects varied for speakers who differed in their habitual\ndegree of attentional control during speech production.\nTwenty fluent adults and 19 adults who stutter performed (1)\na baseline speaking task, (2) a baseline WM task with\nmanipulations of domain, load, and inter-stimulus interval\n(ISI), and (3) a series of dual tasks in which the speaking task\nwas combined with each unique set of WM conditions.\nResults indicated a fluency benefit under dual task conditions,\nwhich was specific to atypical forms of disfluency but\ncomparable across speaker types and manipulations of the\nWM task. Findings suggest that WM is associated with\natypical forms of disfluency and that suppressing these\nresources enhances speech fluency, although further research\nis needed to specify the cognitive mechanism involved in this\neffect and clarify the nature of this association.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "cognitive control; dual task; working memory;\nspeech production; fluency; stuttering"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8kn51436",
    "frozenauthors": [
        {
            "first_name": "Naomi",
            "middle_name": "",
            "last_name": "Eichorn",
            "name_suffix": "",
            "institution": "Pace University, Department of Communication Sciences and Disorders",
            "department": ""
        },
        {
            "first_name": "Klara",
            "middle_name": "",
            "last_name": "Marton",
            "name_suffix": "",
            "institution": "The Graduate Center of the City University of NY, Speech, Language, and Hearing Sciences",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25487/galley/15111/download/"
        }
    ]
}