Abstract
Forty-three undergraduate and 12 graduate students provided numerical evaluations of their own outer beauty and inner beauty, both in class, and immediately following a pseudostuttering assignment. Both groups had significant downshifts in both parameters of beauty. The undergraduate students had greater downshifts in both areas than did the graduate students. It was concluded that, (1) pseudostuttering assignments represent a viable instrument for allowing student clinicians to experience negative feelings as a result of stuttering, and (2) graduate students manifested greater stability in their self-evaluations than did the undergraduate students.
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