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: 10605211
• 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 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10605211
• 关键词: Acoustics; Address; Adult; Adverse effects; Affect; Arousal; Attention; Behavioral inhibition; Child; Childhood Stuttering; Clinic; Clinical; Cognitive; Communication impairment; Complex; Constitution; Constitutional; Data; Development; Disease; Emotional; Emotions; Environment; Etiology; Evidence based intervention; Frequencies; Future; Goals; Individual; Individual Differences; Intervention; Investigation; Knowledge; Language; Learning; Linguistics; Longitudinal Studies; Measures; Mental Health; Methods; Mission; Motivation; Motor; Motor Skills; 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; School-Age Population; Speech; Speech Disorders; Stimulus; Stress; Stuttering; Temperament; Testing; Time; United States; 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，影响了美国超过300万人。它从 学龄前，在言语，语言和情感调节过程迅速的时期 发展。大约5％的学龄前儿童口吃，至少有20％的口吃持续存在 一生。尽管口吃的病因尚未完全理解，但普遍的观点是 该疾病是由于环境，认知语言，语音运动和 情绪变量。重要的是，尽管有理论上的建议，即情感过程（两者都是上下文 宪法）有助于儿童的口吃，这些关联的基本机制是 未知。迄今为止，虽然在儿童中都发现了情绪反应性和运动控制差异 与通常发育的儿童相比，口吃几乎没有什么了解。专业 拟议项目的动机是通过应用良好的 研究语音运动控制，情感过程和情绪运动相互作用的方法 调查口吃和流利的同龄人的学龄前儿童。本应用程序设计为 解决两个具体目的：（1）确定情境压力（情境因素）对儿童的影响 语音运动控制和语音运动学习； （2）确定温度特征的影响 对儿童语音运动控制和语音运动学习的行为抑制（宪法因素）。这 目前的提议的核心假设是，情绪反应性的提高是由情境背景驱动的 孩子的继承方式回应环境，或者通过他们的综合影响，干预语音 运动控制和言语运动学习过程是早期发展流利语音所必需的。这 拟议的研究具有创新性，因为它代表了第一个研究上下文效果和 学龄前儿童中语音运动控制和语音运动学习的宪法情感过程 谁做也不结结巴巴。拟议的研究在理论上是重要的，因为了解情感如何 在学龄前儿童中有助于语音运动控制和语音运动学习的过程将导致 对口吃的开始和发展有了深刻的了解。此外，预期的结果将告知我们 了解情感过程对语音的“实时”影响。这项研究具有临床意义 作为流利的干预策略，它有潜力为儿童口吃的评估和治疗提供信息 涉及学习新颖的语音运动模式（例如延长语音），并以高度执行它们 诊所内外的自动化程度。拟议的研究支持NIDCD的使命 促进我们对情感过程在口吃发展中的作用的理解，从而告知 我们对口吃的人的评估和治疗。

项目成果

Psychophysiological Arousal in Young Children Who Stutter: An Interpretable AI Approach

• DOI: 10.1145/3550326
• 发表时间: 2022-08
• 期刊: Proceedings of the ACM on interactive, mobile, wearable and ubiquitous technologies
• 作者: Harshit Sharma;Y. Xiao;V. Tumanova;Asif Salekin