The relationship between Gilles Deleuze and Samuel Beckett has excited many scholars and continues to be of major interest today. This article explores the Deleuzian concept of multiplicity by considering quantitative and qualitative multiplicities in Beckett’s work. In differentiating between these two types, Deleuze and Félix Guattari indicate that extensive or quantitative multiplicities are essentially numerical and can be counted and represented in space. This form of multiplicity is seen in Beckett’s use of various lists of items such as Molloy counting his sucking stones or Watt considering how to dispose of Mr Knott’s food. Qualitative multiplicities, by contrast, cannot be counted because they differ in kind from one another. They are represented in duration and are here observed in the minorization of language in How It Is, among other examples. S. E. Wilmer is Professor Emeritus of Drama at Trinity College in Dublin. His most recent publications include Performing Statelessness in Europe (Palgrave Macmillan, 2018) and (with co-editor Radek Przedpełski) Deleuze, Guattari, and the Art of Multiplicity (Edinburgh University Press, 2020). He is currently co-editing the Palgrave Handbook of Theatre and Migration.

Natural disasters, particularly earthquakes, in addition to physical complications, have always had psychological consequences for those affected by them. Stuttering is one of the psychological consequences of shocking events. After a 6.6 magnitude earthquake in Hojedk, Kerman, Iran, two 5-year-old children and a 4-year-old child with symptoms of discontinuous speech (including repeated sound, syllable, and words) were referred to the Kerman Welfare Organization’s rehabilitation center (Kerman, Iran). After history-taking, it became clear that the children had begun to stutter after the earthquake due to fear and stress. Considering the importance of negative emotional experiences in the onset of stuttering, it cannot really be said with certainty that the negative experience of the earthquake initiated the stuttering. Rather, the stuttering had not been present before the earthquake and appeared after the event. These cases indicate the importance of psychosocial support and speech therapy after disasters, especially for children that have higher psychological vulnerability than other age groups.

A number of studies have pointed out that stuttering-like disfluencies could be the result of failures in central and linguistic processing. The goal of the present paper is to analyze if stuttering implies deficits in the lexical and phonological processing in visual word recognition. This study compares the performance of 28 children with and without stuttering in a standard lexical decision task in a transparent orthography: Spanish. Word frequency and syllable frequency were manipulated in the experimental words. Stutterers were found to be considerably slower (in their correct responses) and produced more errors than the non- stutterers (χ(1) = 36.63, p < .001, η2 = .60). There was also a facilitation effect of syllable frequency, restricted to low frequency words and only in the stutterers group (t1(10) = 3.67, p < .005; t2(36) = 3.10, p < .001). These outcomes appear to suggest that the decoding process of stutterers exhibits a deficit in the interface between the phonological-syllabic level and the word level.

Perfectionistic people set unrealistic goals and, when they fail to reach them, experience self-criticism and blame. Preliminary research revealed that perfectionism appears to be a characteristic of people who stutter (PWS) (Amster, 1995). The purpose of the present study was to explore perfectionism in PWS and to determine if a modified cognitive behavioral therapy approach alone and combined with Stuttering Modification could help reduce perfectionistic tendencies and stuttering behaviors. Degree of perfectionism and scores of stuttering severity were measured with eight adult PWS and compared at pre-treatment, mid-treatment, after 6-weeks of treatment, and at 15 weeks follow-up, after treatment was withdrawn. Initial open-trial testing showed promising results as perfectionism and stuttering severity were reduced and communication attitudes improved. CBT significantly reduced perfectionism by mid-point. Stuttering decreased significantly throughout all phases of the study. Possible implications are discussed.

Stammering (or stuttering) may be defined as an impairment of continuous utterance. Developmental stammering, regardless of country or language, affects one per cent of adult populations. Exacerbation by the stress of adult conversation or public speaking contrasts sharply with normal flow during singing, acting or conversation with children. Alterations in regional cerebral blood flow suggest that there are underlying differences in sensorimotor function in developmental stammerers whose symptoms commonly appear during the period of intensive language acquisition around the third and fourth year. Emotional tensions may exacerbate the disturbance, but equally psychological growth is adversely affected by the handicap. Abnormal motor control is confirmed by the exaggerated activity in the right hemisphere. The normal sequence of articulatory programming and motor preparation for single word reading is reversed. Absence of activation over the left auditory cortex supports the notion of impaired or diminished auditory feedback in the self-monitoring of speech seen in normal brains. Subcortical abnormalities are a feature of both developmental and acquired stammering.

An account is given of an approach to group therapy for stuttering using Kelly's personal construct theory as a basis for exploring the understanding of stuttering and the process of change. All five clients who participated showed considerable improvement in fluency on the Riley Stuttering Severity Instrument. Although the improvement may be due to concurrent individual fluency therapy, feedback on the group sessions suggested that group therapy had a positive effect on personal behaviour and facilitated transfer and maintenance of speech fluency.