Nd when two or more judges marked the same error, it was recorded inside a final transcript. Second, Study 2C analyzed the neologisms, false starts, dysfluencies, and 
off-topic comments that have been eliminated from the transcripts in Research 1 and MacKay et al. [2]. Neologisms incorporated all non-standard pronunciations of a familiar word; dysfluencies have been “um”s and “uh”s; off-topic comments have been irrelevant remarks about the task or the experimenter (e.g., “How’s that suit you”, exactly where that refers to a self-produced response, and also you for the experimenter); and false starts have been sentence-level revisions or adjustments (excluding error corrections), exactly where a speaker began with a single program or intended output, then shifted to another. One example is, “they feel it’s–they cannot do it since it is as well hard” was coded as a false begin because the participant began to say they consider it’s too difficult but switched to “they cannot do it since it’s also hard”.Brain Sci. 2013,Finally, Study 2C determined the frequency of 3 forms of repetition: stutters, unmodified word string repetitions, and elaborative repetitions. Following MacKay and MacDonald [71], stutters involved instant repetitions of word-initial speech sounds, syllables, and words, e.g., “s–school” (repetition of a word-initial speech sound). Unmodified word string repetitions involved immediate repetition of a sequence of words devoid of correction, as in “but it was, however it was”. Elaborative repetitions involved repetition of 1 or far more ideas in distinctly distinct phrases. The repeated words italicized in (44) illustrate a stutter (it, it) and two elaborative repetitions (that bus, the scrawny bus, and drive it off … it drives it off”, where drives elaborates the concept drive). The repeated words italicized in (45) illustrate an unmodified word string repetition (it really is crowded … it is crowded) and two elaborative repetitions (it really is crowded … too crowded, and to go on the bus … to get on the bus, where get PubMed ID:http://www.ncbi.nlm.nih.gov/pubmed/21338877 elaborates conceptual go). The repeated words italicized in (46) illustrate an elaborative repetition (this pie is … the pie here was back right here, where was elaborates is as + past). (44). H.M.: “Melanie tra … on that bus, the scrawny bus and have it drive it off … it, it drives it off.” (repeated words in italics) (45). H.M.: …she wants to go around the bus … and it is crowded … it’s crowded … As well crowded to have on the bus. (repeated words in italics) (46). H.M.: “Well this pie is- or the pie right here was (is + Past) back here–” (brackets ours) 6.two. Benefits H.M. produced no much more minor word, morpheme, and Synaptamide phonological retrieval errors than the controls. The mean number of word and morpheme retrieval errors per response was 0.00 for H.M. and 0.00 for the controls (SD = 0.00), with absolute Ns also small for meaningful statistical evaluation. The only probable phonological retrieval error in the database was ambiguous: “Is it crowded” in (47) transposes either the phonological units s and t or the words is and it in the BPC It is actually crowded. Even so, this error was neither a minor phonological error nor a minor word retrieval error mainly because (a) it was uncorrected, and (b) it and is belong to unique lexical categories (pronoun and copular verb). The imply variety of minor phonological sequencing errors was for that reason 0.07 per response for H.M. versus 0.01 for the controls (SD = 0.04), a non-reliable 1.5 SD distinction with Ns too tiny for meaningful analysis. (47). H.M.: “Is it crowded…” (BPC ba.