Dissertation defence (Speech-Language Pathology): MA Maria Paphiti
Time
29.11.2024 at 12.00 - 16.00
MA Maria Paphiti defends the dissertation in Speech-Language Pathology titled “Inhibitory Control and Cognitive Flexibility in Children who Stutter” at the University of Turku on 29 November 2024 at 12.00 (University of Turku, Educarium, Edu1, Assistentinkatu 5, Turku).
Opponent: Assistant Professor Katerina Ntourou (Case Western Reserve University, USA)
Custos: Professor Kurt Eggers (The University of Turku)
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Summary of the Doctoral Dissertation:
My research focused on developmental stuttering, a disorder that disrupts the normal flow of speech. This condition usually first appears in early childhood (ages 2–5), a period of rapid speech and language development. In most cases, stuttering resolves after a few weeks. However, in some instances, it may persist for several months, one to two years, or even into adulthood for nearly 1% of the general population.
The study involved both children who do and do not stutter aged 4 to 9. All children completed computer tasks that evaluate two important cognitive skills: inhibitory control (the ability to stop unwanted actions) and cognitive flexibility (the ability to switch between tasks or thoughts). In my findings, children who stutter showed weaknesses compared to children who do not stutter when performing tasks that require inhibitory control and cognitive flexibility. This was more evident in the older group (ages 7–9) compared to their younger counterparts (ages 4–6). Additionally, my research showed that these cognitive challenges impacted the production of stuttering-related disfluencies, such as sound or syllable repetitions, monosyllabic word repetitions, blocks, prolongations, and broken words.
Understanding the connection between these cognitive processes and stuttering could lead to new therapeutic approaches. By identifying that inhibitory control and cognitive flexibility are linked to stuttering, speech-language therapists can develop targeted interventions to strengthen these skills. This could significantly improve communication and quality of life, especially for children whose cognitive processes are still developing. Lastly, my research adds to the growing evidence that speech-language disorders are associated with weaknesses in the development of these cognitive functions.
Opponent: Assistant Professor Katerina Ntourou (Case Western Reserve University, USA)
Custos: Professor Kurt Eggers (The University of Turku)
***
Summary of the Doctoral Dissertation:
My research focused on developmental stuttering, a disorder that disrupts the normal flow of speech. This condition usually first appears in early childhood (ages 2–5), a period of rapid speech and language development. In most cases, stuttering resolves after a few weeks. However, in some instances, it may persist for several months, one to two years, or even into adulthood for nearly 1% of the general population.
The study involved both children who do and do not stutter aged 4 to 9. All children completed computer tasks that evaluate two important cognitive skills: inhibitory control (the ability to stop unwanted actions) and cognitive flexibility (the ability to switch between tasks or thoughts). In my findings, children who stutter showed weaknesses compared to children who do not stutter when performing tasks that require inhibitory control and cognitive flexibility. This was more evident in the older group (ages 7–9) compared to their younger counterparts (ages 4–6). Additionally, my research showed that these cognitive challenges impacted the production of stuttering-related disfluencies, such as sound or syllable repetitions, monosyllabic word repetitions, blocks, prolongations, and broken words.
Understanding the connection between these cognitive processes and stuttering could lead to new therapeutic approaches. By identifying that inhibitory control and cognitive flexibility are linked to stuttering, speech-language therapists can develop targeted interventions to strengthen these skills. This could significantly improve communication and quality of life, especially for children whose cognitive processes are still developing. Lastly, my research adds to the growing evidence that speech-language disorders are associated with weaknesses in the development of these cognitive functions.
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