Cognitive flexibility in preschool children with and without stuttering disorders

Eichorn, Naomi; Marton, Klára; Pirutinsky, Steven

doi:10.1016/j.jfludis.2017.11.001

Cited by 28 publications

(27 citation statements)

References 65 publications

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“…Parent- and teacher-reports point to lower attentional flexibility and sustained attention in CWS [ 100 – 102 ]. These reports are consistent with findings of slower response times compared to CWNS, and a negative correlation between accuracy and speed in CWS using direct measures of attention (e.g., Dimensional Card Change Sort, Posner Test of Covert Attention Shift) which require target selection and shifting attention toward different cues [ 9 , 103 , 104 ]. Weaker attention control is also correlated with higher frequency of stuttering in CWS [ 105 , 106 ].…”

Section: Introductionsupporting

confidence: 86%

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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Background The aim of this study was to investigate the relationship between executive function (EF), stuttering, and comorbidity by examining children who stutter (CWS) and children who do not stutter (CWNS) with and without comorbid conditions. Data from the National Health Interview Survey were used to examine behavioral manifestations of EF, such as inattention and self-regulation, in CWS and CWNS. Methods The sample included 2258 CWS (girls = 638, boys = 1620), and 117,725 CWNS (girls = 57,512; boys = 60,213). EF, and the presence of stuttering and comorbid conditions were based on parent report. Descriptive statistics were used to describe the distribution of stuttering and comorbidity across group and sex. Regression analyses were to determine the effects of stuttering and comorbidity on EF, and the relationship between EF and socioemotional competence. Results Results point to weaker EF in CWS compared to CWNS. Also, having comorbid conditions was also associated with weaker EF. CWS with comorbidity showed the weakest EF compared to CWNS with and without comorbidity, and CWS without comorbidity. Children with stronger EF showed higher socioemotional competence. A majority (60.32%) of CWS had at least one other comorbid condition in addition to stuttering. Boys who stutter were more likely to have comorbid conditions compared to girls who stutter. Conclusion Present findings suggest that comorbidity is a common feature in CWS. Stuttering and comorbid conditions negatively impact EF.

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Section: Introductionsupporting

confidence: 86%

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

2020

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“…This suggests that children who stutter in the first years of schooling might have a lower attention span than their peers (Anderson et al, 2003). They might also need more time to adapt to a task and to start performing (Eggers et al, 2013; Manning and Beck, 2013) or have a greater concern about errors (Eichorn et al, 2017). A higher number of failures (times when a child almost makes a mistake) may be related to the tendency for impulsivity or difficulties with inhibitory control, as has been previously suggested by some authors (Schwenk et al, 2007; Eggers et al, 2013; Ofoe et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Researchers have highlighted three basic components of EF: inhibition, the ability to suppress a prepotent response; working memory, which implies an information-updating process; and shifting, the ability to shift between tasks or mental sets and is an important aspect of executive control (Miyake et al, 2000). Despite some inconsistencies in findings across studies, several studies have shown that children who stutter, especially in earlier ages, have a tendency to be less successful in maintaining attention than their typically fluent peers (Heitmann et al, 2004; Kaganovich et al, 2010; Costelloe et al, 2015; Eichorn et al, 2017). Children who stutter are also prone to be less able to select information from sensory input (Eggers et al, 2012), more likely to exhibit impulsivity (Eggers et al, 2013), and more likely to have greater concern about their performance (Eichorn et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter

2019

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The purpose of this study was to examine temperament dimensions, executive functioning ability, and anxiety levels in school-age children who stutter and their non-stuttering peers. Participants were 100 Portuguese children aged 7 to 12 years (M = 9.13; SD = 1.70), including 50 children who stutter and 50 children who do not stutter. Analyses, which were performed separately for younger and older participants, sought to identify correlations between key variables. Temperament was evaluated through a parent questionnaire, executive functioning was evaluated through children’s responses on a performance test, and anxiety level was assessed through a self-perception scale. On the temperament measure, comparisons between children who stutter and their non-stuttering peers revealed that older children who stutter exhibited significantly higher scores on the Anger/Frustration, Impulsivity, and Sadness subscales, and lower averages on the Attention/Focusing, Perceptual sensitivity, and Soothability/Falling Reactivity subscales. On the executive functioning task, comparisons revealed that the group of younger children who stutter exhibited significantly higher average execution times than their non-stuttering peers. There were no statistically significant differences in anxiety between children who stutter and children who do not stutter, and there were no statistically significant correlations between temperament factors and measures of executive functioning. Children who stutter experienced lower ability to orient attention and greater emotional reactivity compared with their non-stuttering peers. Significant correlations were found between executive functioning and age and among the temperament factors themselves. These results, which support the need for a multidimensional view of stuttering, were interpreted in the context of the Dual Diathesis – Stressor model. Findings indicate that temperament and executive functioning abilities may contribute to the development of stuttering.

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“…To our knowledge, only three behavioral studies of cognitive flexibility in CWS have been conducted to date (see Table 3). Findings from these studies 35,69,70 revealed significant differences in cognitive flexibility between CWS and CWNS, with CWS performing more poorly (slower and/or less accurately) than CWNS. Of note, between-group differences were observed across all studies even though the children who participated in these studies were exposed to different stimuli (auditory vs. visual; verbal vs. nonverbal) and task requirements.…”

Section: The Cognitive Flexibility Skills Of Cwsmentioning

confidence: 90%

The Role of Executive Function in Developmental Stuttering

Anderson

Ofoe

2019

Semin Speech Lang

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Developmental stuttering is a complex disorder and children who stutter form a heterogeneous group. Most contemporary researchers would agree that multiple factors, including those associated with linguistic, motor, sensory, and emotional processes, are likely involved in its development and/or maintenance. There is growing evidence, however, that cognitive processes also play a role. In this article, we briefly review behavioral and parent-report studies of executive function in children who stutter, the findings of which have generally suggested that these skills may be challenging for at least some children who stutter. We then consider how deficits in executive function could provide an explanatory account for not only the multifactorial nature of developmental stuttering but also the considerable amount of variability that exists among individuals who stutter.

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Cognitive flexibility in preschool children with and without stuttering disorders

Cited by 28 publications

References 65 publications

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Associations between stuttering, comorbid conditions and executive function in children: a population-based study

Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter

The Role of Executive Function in Developmental Stuttering

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