[Jackson](https://steinhardt.nyu.edu/news/what-we-know-and-dont-know-about-stuttering-interview-dr-eric-s-jackson) (PhD): "*Stuttering is researched more than any other speech impairment. But we know the least about it. We know stuttering is context-based & socially-driven.*" Garcia-Barrera and Davidow (2015): "*The anticipation of stuttering is learned based on experiences of stuttering co-occurring with cues. The acquisition of stuttering anticipation is linked to one’s experience with stuttering over time, through a combination of reoccurrence (the same words or sounds are consistently stuttered over time), and valance tagging (the emotions that accompany moments of stuttering reinforce an association between stimuli and stuttering). Evidence show that stuttering anticipation increases over time - from 38% at 8–9 years to 71% at 14–16 years of age to more than 90% in adults who stutter."* De Nil and Brutten (1991): "*Negative attitudes about talking and stuttering increased with age, and this increase is related to the development of more frequent and consistent stuttering behavior and related anticipation. Stuttering etiology are rooted in anticipation. We propose that the mechanism whereby anticipation elicits stuttering can best be viewed from a multifactorial perspective in which speech fluency is viewed along a continuum where stuttering emerges when these factors exceed a variable threshold for speech disruption.*" SAMI hypothesis: "*Contextual variability of stuttering: subtle influences that social, emotional, and anticipatory factors have on fluent speech production. The efficiency of speech production, and ultimately fluency, is the result of factors that influence both the speech production system and a domain general monitoring system. The monitoring system is able to directly affect speech output by initiating cognitive and inhibitory control processes and the influence from the monitoring system is modulated by social, emotional and anticipatory factors.*" Brown and Braver, 2005: *"The error-likelihood hypothesis of monitoring states that the degree of inhibition is related the likelihood of an error occurring."* **Conclusion:** If the belief that anticipation or "anticipated errors" increases the likelihood of stuttering does in fact contribute to actual stuttering, it may justify the use of approaches like mindfulness, cognitive behavioral therapy or acceptance and commitment therapy to build tolerance, desensitize & modify, manage, and increase awareness of these beliefs. **Question**: What mindfulness strategies are highly effective to desensitize to anticipated errors (such as feared words or saying your own name - that is ultimately associated with the fear of social judgements)? (with the goal of weakening the link between anticipated error of SOCIAL COGNITION and the freeze response)