Emotional Reactivity, Regulation & Childhood Stuttering

情绪反应、调节

• 批准号: 7347006
• 负责人: EDWARD Gage CONTURE
• 金额: $ 32.53万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-02-01 至 2010-01-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7347006
• 关键词: 5 year old; Accounting; Activities of Daily Living; Arousal; Attention; Behavior; Behavioral; Caregivers; Child; Childhood; Childhood Stuttering; Cognition; Cognitive; Collaborations; Condition; Coping Skills; Daily; Development; Diagnostic; Distress; Eating; Emotional; Emotions; Empirical Research; Etiology; Event; Exhibits; Fostering; Frequencies; Future; Human; Investigation; Iowa; Joints; Laboratories; Language; Learning; Linguistics; Link; Maintenance; Modeling; Mothers; Parents; Personal Satisfaction; Phonation; Play; Preschool Child; Procedures; Process; Psychology; Purpose; Questionnaires; Rate; Reaction; Regulation; Reporting; Research; Research Personnel; Respiration; Role; Self Stimulation; Speech; Speech-Language Pathology; Structure; Stuttering; Temperament; Thinking; Time; Training; Treatment Protocols; Universities; Variant; Waxes; Week; base; coping; design; developmental psychology; emotion regulation; emotional reaction; experience; insight; interest; motor control; peer; programs; research study; response; sound; theories; trait

The current applicants propose that the emotional reactions of children who stutter and their attempts to regulate these reactions contribute to the exacerbation and maintenance of their stuttering. The applicants' model of childhood stuttering suggests that subtle and not-so-subtle linguistic, motoric and communicative difficulties (e.g., Anderson & Conture, 2004; Pellowski & Conture, in press) may initiate stuttering in ayoung child. Subsequently, the child reacts to instances of stuttering by becoming more aroused and reactive, and these reactions may or may not be modulated by the child's regulatory or coping skills. Our model predicts that levels of emotional reactivity and regulation/coping of children who stutter will differ from those of their normally fluent peers. We also predict that changes in emotional reactivity and regulation will beassociated with changes in stuttering. We will examine the following hypotheses for 3- to 5-year-old children who do and do not stutter: (1) Are there naturally-occurring differences between children who do and do not stutter with regard to emotional reactivity and regulation as rated by parents and trained examiners (Proposed Study 1)? (2) Are there differences between children who do and do not stutter with regardto emotional reactivity and regulation during structured laboratory situations (Proposed Study 2)? (3) Does emotional reactivity differ between children who do and do not stutter when presented with arousing environmental stimulation and is reactivity associated with stuttering and other disfluencies (Proposed Study 3)? (4) Do experimental variations in emotion regulation influence stuttering for children who stutter (Proposed Study 4)? These studies are an initial attempt to relate emotional development and behavior to childhood stuttering when children areconfronted with change or challenge. These interdisciplinary investigations - involving collaboration between developmental psychology and speech-language pathology- should help determine whether some children who stutter are less able to regulate distress or modulate their reactivity and clarify the link between emotional reactivity, regulation, and childhood stuttering. Results will ground the study of childhood stuttering within the broader context of childhood emotional development, and focus future research on issues that inform diagnostic and treatment protocols for childhood stuttering.

目前的申请人提出，口吃儿童的情绪反应和他们试图 调节这些反应有助于他们口吃的加剧和维持。申请人的 一个儿童口吃的模型表明，微妙的和不那么微妙的语言，运动和沟通 困难（例如，安德森和孔图尔，2004年; Pellowski和孔图尔，在出版）可能会引发口吃的ayabo 孩子随后，孩子对口吃的反应是变得更加兴奋和反应， 这些反应可能会或可能不会受到儿童的调节或应对技能的调节。我们的模型预测 口吃儿童的情绪反应和调节/应对水平与他们的父母不同， 正常流畅的同龄人我们还预测，情绪反应和调节的变化将与 口吃的变化。 我们将对3 - 5岁的口吃和不口吃的儿童进行以下假设：（1） 有口吃和不口吃的孩子在情感方面存在自然发生的差异 由父母和经过培训的检查员评定的反应性和调节性（拟议的研究1）？(2)有 口吃儿童和不口吃儿童之间的差异， 在结构化实验室情况下（拟议研究2）？(3)之间的情绪反应是否不同 当受到环境刺激时会口吃和不会口吃的儿童， 与口吃和其他语言不流利有关（拟议研究3）？(4)做实验性的变化， 情绪调节对口吃儿童口吃的影响（拟议研究4）？ 这些研究是将情绪发展和行为与儿童口吃联系起来的初步尝试 when children儿童arefaced面对with change更改or challenge挑战.这些跨学科的研究-包括 发展心理学和言语语言病理学之间的合作应该有助于确定 是否有些口吃的孩子不太能够调节痛苦或调节他们的反应， 情绪反应、调节和儿童口吃之间的联系。研究结果将为 儿童口吃在更广泛的背景下，儿童情绪发展，并重点未来 研究儿童口吃的诊断和治疗方案。