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: 10204499
• 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/10204499
• 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; 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.

项目摘要 口吃是一种常见的言语障碍，影响着美国超过300万人。它开始于 学龄前，在言语、语言和情绪调节过程迅速发展的时期， 发展中国家大约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。虽然口吃的病因尚未完全清楚，但流行的观点是， 这种障碍是由环境、认知语言、言语运动和 情绪变量重要的是，尽管理论上认为情绪过程（无论是情境的， 和宪法）有助于儿童口吃，这些协会背后的具体机制是 未知到目前为止，虽然情绪反应和运动控制的差异已被发现在儿童谁 口吃与正常发育的儿童相比，对这些过程如何相互作用知之甚少。主要 拟议项目的动机是通过应用完善的 研究语言运动控制，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伴的调查。本申请被设计为 具体目标有两个：（1）确定情境压力（情境因素）对儿童心理健康的影响。 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。的 本提案的中心假设是，由情境背景驱动的情绪反应的增加， 儿童对环境的固有反应方式，或受环境的综合影响，干扰了言语 运动控制和语言运动学习过程，这是流利语言早期发展所必需的。的 拟议的研究是创新的，因为它代表了第一个项目，以审查的影响， 学龄前儿童言语运动控制和言语运动学习的体质性情绪过程 口吃和不口吃的人这项研究在理论上具有重要意义，因为了解情感是如何 过程有助于言语运动控制和言语运动学习在学龄前儿童将导致 更好地理解口吃的发生和发展。此外，预期结果将告知我们的 理解情绪过程对言语的“实时”影响。这项研究具有临床意义 作为流利性干预策略， 包括学习新的语音运动模式（如延长语音），并以高效率执行它们。 临床内外的自动化程度。拟议的研究支持NIDCD的使命， 推进我们对情感过程在口吃发展中的作用的理解，从而为我们提供信息。 我们对口吃患者的评估和治疗。