Summary The author discusses results obtained with a method he developed to temporarily and mechanically exclude latent verbal motion (micromovements) in auditory comprehension of words and sentences, receptive reading and writing. The experiments were carried through with normal subjects and patients suffering from speech disturbance. By means of blowing hard into the mouth-piece of a glass-tube containing liquid, the subject is expected to raise this liquid to a given level within a fixed period of time. This method is superior to similar ones, through all muscle movement involved in speech and breathing processes connected therewith, being completely cut out. As a result of a series of experiments, the question as to whether receptive speech and thinking processes can occur despite complete temporary blocking of verbal-kinesthetic, afferent stimuli from the speech apparatus in normal and speech disturbed subjects (aphasics and deafmutes) can now be confirmed. In other words: normal subjects succeeded in comprehending words and sentences they heard and read while blowing into the tube, and they were able to repart them afterwards. The same applies to the aphasic, who within the limits of their receptive and expressive verbal capacity also showed positive results, despite the temporary blocking of their verbal-kinesthetic analyser, the function of which is of primary importance to these patients. Also experimental “deblocking” of disturbances in naming, repetition, and reading proved possible with aphasic patients, even under the increased difficulties of mechanically excluded, specific, latent, verbal motion. This means, that the participation of the verbal-kinesthetic analyser is not necessarily a precondition for the temporary restitution of certain verbal performances in aphasia. From this, the author concludes that despite the importance of verbalkinesthetic stimuli in the development of speaking and thinking processes, these neuromuscular, afferent stimuli (verbal-kinesthetic feedback) prove obsolete up to a degree, once the formation and storage of verbo-optical, verbo-auditive, and verbo-motor stereotypes (patterns, schemas) have reached a high degree of completion. Best proof for the justification of this assumption are the author's results obtained in experiments with a female subject suffering from congenital deafness, carried through with his blowing method. Additionally to her completely lacking the auditive analyser from birth, the function of the verbal-kinesthetic analyser, which played a dominant part in the development of her speech and thinking, was temporarily blocked. In this way, the auditive as well as the verbal-kinesthetic feedback were eliminated. Yet, the subject was still able to lip-read the words spoken to her by the experimentator while she was blowing, she understood their meaning, and could repart them afterwards; she was also able to read and comprehend texts shown to her while blowing. This shows that even with congenital deafness — provided an advanced stage of development has been reached in speech and thinking — the function of a single analyser (the optical analyser in this case) is sufficient to ensure various verbal and cognitive performances.