Table 1.

Pooled functional magnetic resonance imaging data set: subject demographic and task summaries.

Study	Subjects	Speech stimuli (read aloud unless otherwise noted)	Baseline (silence)
Sequence learning a	12 (7F) Ages: 20–43	Monosyllabic pseudowords formed by legal or illegal consonant clusters	“xxx”
Sequence learning in persons who stutter b	13 (2F) Ages: 18–42	Monosyllabic pseudowords formed by legal or illegal consonant clusters	“xxx”
Syllable sequence representation c	18 (7F); Ages: 18–30 Fluent French Speakers	Bisyllabic pseudowords that varied by phonemic or suprasyllabic content	“XXXXX”
Syllable frame d representation	17 (9F) Ages: 20–43	Monosyllabic pseudowords that varied by phonemic, frame, or syllabic content	“xxx”
Consonant cluster e representation	16 (8F) Ages: 20–43	Bisyllabic pseudowords that varied by phonemic, cluster, or syllabic content	“xxx”
Overt production f	10 (3F) Ages: 19–47	Vowel (/V/), consonant–vowel (/CV/), or bisyllabic (/CVCV/) pseudowords	“xxxxx”
Auditory shift g	10 (6F) Ages: 23–36	Monosyllabic /CVC/ words under normal or altered auditory feedback (F1 shift)	“yyy”
Auditory category shift h	18 (9F) Ages: 19 – 33	Monosyllabic /CVC/ words under normal or altered auditory feedback (F1/F2 shift)	“***”
Somatosensory perturbation i	13 (6F) Ages: 23–51	/VV/ or /VCV/ pseudowords under normal or perturbed (interdental block) somatosensory feedback	“yyy”
Speech rate, clarity, and emphasis j	14 (7F) Ages: 18–35	Five-syllable sentences under fast, clear, emphatic, and normal conditions	Box characters
Covert vs. overt sequence production k , l	15 (8F) Ages: 21–33	Nonsense sequences of three syllables that varied by syllabic frame complexity	“**.**.**”
Sequence complexity m	13 (6F) Ages: 22–50	Sequences of three syllables that varied by sequence and syllabic complexity	“xxx xxx xxx”

Note. F = female.

^a Segawa et al. (2015).

^b Beal et al. (2012).

^c Peeva et al. (2010).

^d Segawa et al. (2013).

^e Unpublished.

^f Ghosh et al. (2008).

^g Tourville et al. (2008).

^h Niziolek & Guenther (2013).

ⁱ Golfinopoulos et al. (2011).

^j Golfinopoulos & Guenther (2011).

^k Overduin & Guenther (2009).

^l Speech stimuli in this study were whispered.

^m Bohland & Guenther (2006).