This study compared practice effects and learning abilities in 11 persons who stutter (PWS) and 12 persons who do not stutter (PNS) using a finger-tapping task under single and dual task conditions. Learning was measured by comparing performance curves of accuracy, reaction time, and sequence duration. In addition, measures were obtained for retention of skill as well as interference effects during dual task conditions. For reaction time and sequence duration data, results showed that PNS’ performance reached a plateau in performance while PWS’ continued to show improvements in practice on day two. Tests of retention showed that PWS were able to retain the task following retention for accuracy and sequence duration but not reaction time. Although no significant interactions were found for tests of condition, additional assessment showed larger differences in finger tapping performance in PWS compared to PNS when transitioning from the single to dual task condition.
Bauerly, Kim R., & De Nil, Luc F. (2015). Nonspeech sequence skill learning under single and dual task conditions in adults who stutter. Canadian Journal of Speech-Language Pathology and Audiology, 39, 116- 132. [online at http://cjslpa.ca/files/2015_CJSLPA_Vol_39/No_02/Paper_1_CJSLPA_Summer_2015_Vol_39_No_2_Bauerly_De-Nil.pdf%5D