Psychophysiology of Childhood Stuttering: Cognitive-Emotional Mechanisms

儿童口吃的心理生理学：认知情绪机制

• 批准号: 9591612
• 负责人: Robin Michael Jones
• 金额: $ 15.8万
• 依托单位: VANDERBILT UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-05 至 2021-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9591612
• 关键词: Address; Area; Arousal; Attention deficit hyperactivity disorder; Behavioral; Biological Markers; Cardiac; Characteristics; Child; Childhood Stuttering; Cognitive; Data; Development; Diagnostic; Emotional; Emotions; Event-Related Potentials; Exhibits; Frequencies; Gap Junctions; Health; Individual; Intervention; Knowledge; Language; Lead; Linguistics; Link; Longitudinal Studies; Methods; Mission; Modeling; National Institute on Deafness and Other Communication Disorders; Outcome; Pathway interactions; Performance; Phase; Physiological; Population; Process; Production; Psychophysiology; Public Health; Reaction Time; Recovery; Research; Research Support; Risk; Risk Marker; Role; Science; Speech; Stuttering; Techniques; Temperament; Testing; Therapeutic; Treatment Efficacy; Work; adverse outcome; aged; base; behavioral response; cognitive control; cognitive neuroscience; cognitive process; design; early childhood; improved; indexing; innovation; motor control; neurophysiology; novel; personalized approach; response; response biomarker; social; translational study

Project Summary Stuttering occurs in approximately 1% of the population and can significantly impact children's social, emotional, educational, and vocational development. Numerous empirical studies and theoretical perspectives have linked emotion to the onset and/or the development of childhood stuttering, but the precise role of emotion within the causal nexus of stuttering has yet to be determined. To date, these studies have shown that young children who stutter (CWS), compared to children who do not stutter (CWNS), differ in emotional temperament and behavioral responses to arousing situations. Critically, temperamental characteristics of negative emotional reactivity have recently been linked to an increased risk for stuttering persistence. However, the field currently lacks replicable objective markers as well as a systematic understanding of possible neurophysiologic mechanisms of emotional contributions to stuttering. This gap in our knowledge represents an important problem, because it appreciably restricts our ability to develop emotion-related markers of risk for stuttering onset and persistence and develop innovative diagnostic/therapeutic approaches. To address these issues, the present application is designed to: (1) determine emotion-related cortical and autonomic markers of risk for stuttering, and (2) empirically examine the impact of emotion on cognitive control (inhibition, execution), processes employed in linguistic planning and speech-motor control that may be vulnerable to emotional interference. The present proposal's central hypothesis is that increases in emotion reactivity interfere with cognitive control processes necessary for the early development of fluent speech-language planning and production. The psychophysiological biomarkers of these cognitive- emotion mechanisms will be tested via three specific aims: (1) to test for differences in cortical and autonomic biomarkers of emotion between CWS and CWNS, (2) to determine the impact of emotional arousal on cognitive control performance in CWS and CWNS, and (3) to examine the relation of emotional arousal and cognitive control performance to CWS's stuttering frequency. For all three aims, the PI will employ well- established methods in speech-language science, cognitive neuroscience, and psychophysiology. The proposed study is innovative in that it represents the first project to systematically explore psychophysiological biomarkers of cognitive-emotional mechanisms in early childhood stuttering using a multi-method approach. The proposed project is significant because findings will significantly impact our empirically-based understanding of childhood stuttering, and may lead to translational studies attempting to facilitate and enhance assessment and treatment of childhood stuttering. For example, physiological cognitive- emotional markers may confer risk for persistent stuttering, and may lead to the development of novel treatment approaches tailored to the individual. Thus, the proposed research supports the mission of NIDCD by discovering new knowledge that has the potential to improve the lives of people who stutter.

项目摘要 口吃发生在大约1%的人口中，会严重影响儿童的社交， 情感教育和职业发展大量的实证研究和理论观点 已经将情绪与儿童口吃的发生和/或发展联系起来，但情绪的确切作用 口吃的因果关系中的情绪还有待确定。迄今为止，这些研究表明， 口吃的儿童（CWS）与不口吃的儿童（CWNS）相比，在情感上存在差异。 气质和行为反应引起的情况。关键的是， 负面情绪反应最近被认为与口吃持续性的风险增加有关。 然而，该领域目前缺乏可复制的客观标志，也缺乏对 情绪对口吃的影响可能是神经生理学机制。我们知识上的差距 这是一个重要的问题，因为它明显地限制了我们发展与情绪有关的能力。 口吃发病和持续的风险标志物，并开发创新的诊断/治疗方法。 为了解决这些问题，本申请被设计为：（1）确定与情绪相关的皮层皮层神经元。 和口吃风险的自主神经标志物，以及（2）经验性地检查情绪对认知的影响。 控制（抑制，执行），在语言规划和言语运动控制，可能是 易受情绪干扰本提案的核心假设是， 情绪反应性干扰了早期发展所必需的认知控制过程， 流利的语音语言规划和制作。这些认知的心理生理生物标志物- 情绪机制将通过三个具体目标进行测试：（1）测试皮层和自主神经的差异， CWS和CWNS之间的情绪生物标志物，（2）确定情绪唤醒对 CWS和CWNS中的认知控制绩效，以及（3）检查情绪唤醒和 认知控制能力对CWS口吃频率的影响。为了这三个目标，PI将很好地使用- 在言语语言科学、认知神经科学和心理生理学中建立了方法。 拟议的研究是创新的，因为它代表了第一个项目，系统地探讨 儿童早期口吃认知情绪机制的心理生理学生物标志物 多方法途径拟议的项目是重要的，因为调查结果将大大影响我们的 对儿童口吃的理解，并可能导致翻译研究试图 促进和加强对儿童口吃的评估和治疗。例如，生理认知- 情绪标记可能会增加持续性口吃的风险，并可能导致新的口吃。 针对个人的治疗方法。因此，建议的研究支持NIDCD的使命 通过发现新的知识，有可能改善口吃者的生活。