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Anomic aphasia, also known as dysnomia, nominal aphasia, and amnesic aphasia, is a mild, fluent type of aphasia where individuals have word retrieval failures and cannot express the words they want to say (particularly nouns and verbs). [1]
Cluttering is sometimes confused with stuttering. Both communication disorders break the normal flow of speech, but they are distinct. A stutterer has a coherent pattern of thoughts, but may have a difficult time vocally expressing those thoughts; in contrast, a clutterer has no problem putting thoughts into words, but those thoughts become disorganized during speaking.
William James was the first psychologist to describe the tip of the tongue phenomenon, although he did not label it as such. The term "tip of the tongue" is borrowed from colloquial usage, [2] and possibly a calque from the French phrase avoir le mot sur le bout de la langue ("having the word on the tip of the tongue").
Aphasia, also known as dysphasia, [a] is an impairment in a person’s ability to comprehend or formulate language because of damage to specific brain regions. [2] The major causes are stroke and head trauma; prevalence is hard to determine, but aphasia due to stroke is estimated to be 0.1–0.4% in the Global North. [3]
Articulatory suppression is the process of inhibiting memory performance by speaking while being presented with an item to remember. Most research demonstrates articulatory suppression by requiring an individual to repeatedly say an irrelevant speech sound out loud while being presented with a list of words to recall shortly after.
By the age of 2, children who are unable to use up to 270 one-word phrases and 25 different phonemes, not averaging 75 words per hour during free play, not able to talk in several two-to-three-word phrases with speech intelligibility or at least 65% ,and those who are unable to name common objects and pictures are predicted to most likely ...
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Anxiety is found to have a detrimental effect on students' confidence, self-esteem and level of participation. [14] Anxious learners suffer detrimental effects during spontaneous speaking activities in performance, affective reactions and their overall attitudes towards learning their target second language. [20]