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

项目摘要 口吃是一种常见的言语障碍，在美国有300多万人受到影响。它开始于 学龄前几年，在语言、语言和情绪调节过程迅速进行的时期 发展中的。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。虽然口吃的病因还不完全清楚，但流行的观点是 这种障碍是由环境、认知-语言、言语运动和 情绪变数。重要的是，尽管理论上认为情绪过程(既有语境，也有语境 和体质)导致儿童口吃，这些联系背后的具体机制是 未知。到目前为止，虽然在情绪反应和运动控制方面的差异在 口吃与一般发育中的儿童相比，人们对这些过程是如何相互作用知之甚少。少校 拟议项目的动机是通过应用公认的 语言运动控制、情绪过程和情绪-运动相互作用的研究方法 学龄前口吃儿童及其流利同龄人的调查。本申请被设计成 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；以及(2)决定了气质特征对言语运动学习的影响 行为抑制(构成因素)对儿童言语运动控制和言语运动学习的影响。这个 当前提议的中心假设是，在情景背景的推动下，情绪反应性增加， 孩子与生俱来的对周围环境的反应方式，或受他们的共同影响，干扰了语言 运动控制和言语运动的学习过程是流利言语早期发展所必需的。这个 拟议的研究是创新的，因为它代表了第一个检查背景和 学龄前儿童言语运动控制与言语运动学习的体制性情绪过程 口吃和不口吃的人。这项拟议的研究在理论上具有重要意义，因为理解了 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 对口吃的发生和发展有了更好的认识。此外，预期的结果将告知我们的 理解情绪过程对言语的实时影响。本研究具有重要的临床意义。 作为流利的干预策略，它有可能为儿童口吃的评估和治疗提供信息 包括学习新的语音运动模式(如延长语音)并以较高的速度执行它们 临床内外的自动化程度。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，从而提供信息 我们对口吃者的评估和治疗。

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.