Towards a better understanding of disfluency and lexical diversity behaviour in children with Attention-Deficit/Hyperactivity Disorder and the role of underlying cognitive processes.

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dc.contributor.advisorJanse, E.
dc.contributor.advisorPistono, A.
dc.contributor.authorBijnens, Annemarie
dc.date.issued2024-07-01
dc.description.abstractThis master’s thesis examines the differences in disfluency and lexical diversity behaviour between children with Attention-Deficit/Hyperactivity Disorder (ADHD) and their typically developing (TD) peers, during a structured storytelling task. Limited evidence exists on ADHD-related disfluency and lexical diversity behaviour in connected speech, although a significant number of patients in this clinical group experience language difficulties at different linguistic levels. Using a retrospective cross-sectional design with data from the Asymmetries TalkBank database, this study aims to capture differences in disfluency production and lexical diversity between children with ADHD, of different subtypes, and TD children. These measures include the frequencies of different disfluency subtypes and lexical diversity measures, and are correlated with performance on a working memory (WM) task and a response inhibition (RI) task. Results indicate that the ADHD group produced a higher mean frequency of each disfluency type, but no differences were found to be significant. Similarly, no significant differences in lexical diversity variables were found between groups. Correlation analysis revealed that filled pauses and revisions were negative
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/17869
dc.language.isoen
dc.thesis.facultyFaculteit der Letteren
dc.thesis.specialisationspecialisations::Faculteit der Letteren::Master Taalwetenschappen/Linguistics::Taal- en spraakpathologie
dc.thesis.studyprogrammestudyprogrammes::Faculteit der Letteren::Master Taalwetenschappen/Linguistics
dc.thesis.typeBachelor
dc.titleTowards a better understanding of disfluency and lexical diversity behaviour in children with Attention-Deficit/Hyperactivity Disorder and the role of underlying cognitive processes.
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