The influence of contextual and constitutional emotional processes on speech motor control and speech motor learning in early childhood stuttering

情境和体质情绪过程对儿童早期口吃言语运动控制和言语运动学习的影响

• 批准号: 10356930
• 负责人: Victoria Tumanova
• 金额: $ 15万
• 依托单位: SYRACUSE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-03-01 至 2024-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10356930
• 关键词: Acoustics; Address; Adult; Adverse effects; Affect; Age; Arousal; Attention; Behavioral inhibition; Child; Childhood Stuttering; Clinic; Clinical; Cognitive; Communication impairment; Complex; Constitutional; Data; Development; Disease; Emotional; Emotions; Environment; Etiology; Evidence based intervention; Foundations; Frequencies; Future; Goals; Individual; Individual Differences; Intervention; Investigation; Knowledge; Language; Learning; Linguistics; Longitudinal Studies; Measures; Mental Health; Methods; Mission; Motivation; Motor; Movement; National Institute on Deafness and Other Communication Disorders; Nature; Negative Valence; Nursery Schools; Pattern; Performance; Persons; Physiological; Population; Process; Production; Psychophysiology; Published Comment; Quality of life; Reporting; Research; Research Support; Resources; Role; Speech; Speech Disorders; Stimulus; Stress; Stuttering; Temperament; Testing; Time; United States; base; behavior measurement; clinically significant; contextual factors; design; early childhood; emotion regulation; emotional experience; evidence base; improved; innovation; kinematics; motor control; motor learning; novel; peer; programs; response; stressor; theories; trait

Project Summary Stuttering is a common speech disorder that affects over 3 million people in the United States. It begins in the preschool years, during a time when speech, language and emotional regulation processes are rapidly developing. Approximately 5% of preschool-age children stutter, and for at least 20% of them, stuttering persists throughout their lifetime. Although the etiology of stuttering is not fully understood, the prevailing viewpoint is that the disorder results from a complex interaction of environmental, cognitive-linguistic, speech motor, and emotional variables. Importantly, despite the theoretical proposition that emotional processes (both contextual and constitutional) contribute to childhood stuttering, the specific mechanisms underlying these associations are unknown. To date, while both emotional reactivity and motor control differences have been found in children who stutter compared to typically developing children, little is known about how these processes interact. The major motivation for the proposed project is to address this critical knowledge gap by applying well-established methods of studying speech motor control, emotional processes and emotion-motor interactions in an investigation of preschool-age children who stutter and their fluent peers. The present application is designed to address two specific aims: (1) determine the influence of situational stress (contextual factor) on children’s speech motor control and speech motor learning; and (2) determine the influence of the temperamental trait of behavioral inhibition (constitutional factor) on children’s speech motor control and speech motor learning. The present proposal’s central hypothesis is that increases in emotional reactivity, driven by the situational context, the child’s inherent way of responding to their environment, or by their combined influence, interfere with speech motor control and speech motor learning processes necessary for the early development of fluent speech. The proposed study is innovative in that it represents the first project to examine the effects of contextual and constitutional emotional processes on speech motor control and speech motor learning in preschool-age children who do and do not stutter. The proposed study is theoretically significant because understanding how emotional processes contribute to speech motor control and speech motor learning in preschool-age children will lead to an improved understanding of stuttering onset and development. Further, the anticipated results will inform our understanding of a “real-time” influence of emotional processes on speech. This research is clinically significant in its potential to inform assessment and treatment of stuttering in children, as fluency intervention strategies involve learning novel speech movement patterns (such as prolonging speech) and executing them with a high degree of automaticity in and outside of clinic. The proposed research supports the mission of NIDCD by advancing our understanding of the role of emotional processes in stuttering development and thus informing our assessment and treatment for people who stutter.

项目概要 口吃是一种常见的言语障碍，在美国影响着超过 300 万人。它开始于 学龄前阶段，言语、语言和情绪调节过程迅速发展的时期 发展。大约 5% 的学龄前儿童口吃，其中至少 20% 的儿童口吃持续存在 在他们的一生中。尽管口吃的病因尚不完全清楚，但普遍的观点是： 该疾病是环境、认知语言、言语运动和语言等复杂相互作用的结果。 情绪变量。重要的是，尽管理论主张情绪过程（无论是情境还是情绪） 和宪法）导致儿童口吃，这些关联背后的具体机制是 未知。迄今为止，虽然在以下儿童中发现了情绪反应和运动控制方面的差异 与正常发育的儿童相比，口吃的发生过程如何相互作用，人们知之甚少。主要 拟议项目的动机是通过应用成熟的知识来解决这一关键的知识差距 研究言语运动控制、情绪过程和情绪-运动相互作用的方法 对学龄前口吃儿童及其流利同龄人的调查。本申请旨在 解决两个具体目标：（1）确定情境压力（情境因素）对儿童的影响 言语运动控制和言语运动学习； (2)确定气质特征的影响 行为抑制（体质因素）对儿童言语运动控制和言语运动学习的影响。这 目前提案的中心假设是，在情境背景的驱动下，情绪反应性增加， 孩子对环境的固有反应方式，或者通过它们的综合影响，干扰言语 运动控制和言语运动学习过程是早期发展流利言语所必需的。这 拟议的研究具有创新性，因为它代表了第一个研究背景和环境影响的项目。 学龄前儿童言语运动控制和言语运动学习的体质情绪过程 谁口吃，谁不口吃。这项研究在理论上具有重要意义，因为了解情绪如何 有助于学龄前儿童言语运动控制和言语运动学习的过程将导致 更好地了解口吃的发生和发展。此外，预期结果将告知我们 了解情绪过程对言语的“实时”影响。这项研究具有临床意义 作为流畅性干预策略，其有可能为儿童口吃的评估和治疗提供信息 涉及学习新颖的言语运动模式（例如延长言语）并以高频率执行它们 诊所内外的自动化程度。拟议的研究通过以下方式支持 NIDCD 的使命： 增进我们对情绪过程在口吃发展中的作用的理解，从而为口吃提供信息 我们对口吃者的评估和治疗。