Stammering and language learning in early childhood.

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Abstract
Confusion concerning the origin and nature of stammering in young children results from the lack of comprehensive developmental studies and from the tendency to equate it with adult speech disorders. Most studies start with severe stammerers and consider only the neurological or hereditary aspects or only the mother-child relations. Culture patterns play a role, and also perhaps the nature of the language. Anxiety is undoubtedly involved, but this does not explain why verbal symptoms appear. There is need to study the early stages of stammering, rather than ignoring it in the hope it will be outgrown. Psychoanalytic and neurological interpretations ignore the social function of language as a set of symbols, a selection of phonemes, and a complex set of grammatical relations. Cultural restrictions are more rigid for language than for other aspects of training, so learning is an emotional problem involving parent relations, learning capacity, and language difficulty. 33 references. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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