Sympathetic arousal of young children who stutter during a stressful picture naming task

Zengin-Bolatkale, Hatun; Conture, Edward G.; Walden, Tedra A.

doi:10.1016/j.jfludis.2015.07.005

Cited by 32 publications

(47 citation statements)

References 68 publications

(139 reference statements)

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“…Compared with CWNS, the CWS exhibited lower respiratory sinus arrhythmia at baseline and higher skin conductance during speaking following the positive (but not the negative) video (Jones, Buhr, et al, 2014). Zengin-Bolatkale, Conture, and Walden (2015) reported greater tonic skin conductance in 3-yearold CWS compared with their nonstuttering peers but not 4-year-old CWS. Again, these mixed findings likely point to real differences among some CWS on autonomic as well as other factors.…”

Section: Emotional Aspects Of Stutteringmentioning

confidence: 79%

“…Emotional/temperamental factors clearly are significant in stuttering in older children and adults; their role is less well understood in relation to the onset and emergence of stuttering. However, recent work (Vanryckeghem et al, 2005;Zengin-Bolatkale et al, 2015) using both behavioral and physiological assays suggests that temperamental/ emotional factors may be significant in the early years of stuttering, and we expect that this is an area that will receive much more experimental attention in the future.…”

Section: Emotional Aspects Of Stutteringmentioning

confidence: 90%

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How Stuttering Develops: The Multifactorial Dynamic Pathways Theory

Smith

Weber

2017

J Speech Lang Hear Res

219

144

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Purpose: We advanced a multifactorial, dynamic account of the complex, nonlinear interactions of motor, linguistic, and emotional factors contributing to the development of stuttering. Our purpose here is to update our account as the multifactorial dynamic pathways theory. Method: We review evidence related to how stuttering develops, including genetic/epigenetic factors; motor, linguistic, and emotional features; and advances in neuroimaging studies. We update evidence for our earlier claim: Although stuttering ultimately reflects impairment in speech sensorimotor processes, its course over the life span is strongly conditioned by linguistic and emotional factors.

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Section: Emotional Aspects Of Stutteringmentioning

confidence: 79%

Section: Emotional Aspects Of Stutteringmentioning

confidence: 90%

How Stuttering Develops: The Multifactorial Dynamic Pathways Theory

Smith

Weber

2017

J Speech Lang Hear Res

219

144

View full text Add to dashboard Cite

show abstract

“…Participants were part of an ongoing series of empirical investigations of linguistic and emotional contributors to developmental stuttering (e.g., Arnold et al, 2011;Clark, Conture, Frankel, & Walden, 2012;Clark, Conture, Walden, & Lambert, 2013K. Johnson et al, 2010;Jones, Buhr, et al, 2014;Ntourou et al, 2013;Tumanova, Conture, Lambert, & Walden, 2014;Zengin-Bolatkale, Conture, & Walden, 2015) conducted by the Vanderbilt University Developmental Stuttering Project. The study's protocol was approved by the Institutional Review Board of Vanderbilt University.…”

Section: Participantsmentioning

confidence: 99%

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

Choi

Conture

Walden

et al. 2016

J Speech Lang Hear Res

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Purpose The purpose of this study was to determine (a) whether emotional reactivity and emotional stress of children who stutter (CWS) are associated with their stuttering frequency, (b) when the relationship between emotional reactivity and stuttering frequency is more likely to exist, and (c) how these associations are mediated by a 3rd variable (e.g., sympathetic arousal). Method Participants were 47 young CWS ( M age = 50.69 months, SD = 10.34). Measurement of participants' emotional reactivity was based on parental report, and emotional stress was engendered by viewing baseline, positive, and negative emotion-inducing video clips, with stuttered disfluencies and sympathetic arousal (indexed by tonic skin conductance level) measured during a narrative after viewing each of the various video clips. Results CWS's positive emotional reactivity was positively associated with percentage of their stuttered disfluencies regardless of emotional stress condition. CWS's negative emotional reactivity was more positively correlated with percentage of stuttered disfluencies during a narrative after a positive, compared with baseline, emotional stress condition. CWS's sympathetic arousal did not appear to mediate the effect of emotional reactivity, emotional stress condition, and their interaction on percentage of stuttered disfluencies, at least during this experimental narrative task following emotion-inducing video clips. Conclusions Results were taken to suggest an association between young CWS's positive emotional reactivity and stuttering, with negative reactivity seemingly more associated with these children's stuttering during positive emotional stress (a stress condition possibly associated with lesser degrees of emotion regulation). Such findings seem to support the notion that emotional processes warrant inclusion in any truly comprehensive account of childhood stuttering.

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“…A link between emotion and developmental stuttering in children has been given considerable attention recently [42-47]; increases in emotional reactivity and decreases in emotional regulation were found during a wide range of tasks including picture naming [47] and movie watching [43]. While behavioral and psychophysiological studies of emotional processing in AWS date back to the early 1900s [48], results are less conclusive.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

Bauerly¹

2018

Folia Phoniatr Logop

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Objective: Changes in second formant frequency fluctuations (FFF2) were examined in adults who stutter (AWS) and adults who do not stutter (ANS) when producing nonwords under varying emotional conditions. Methods: Ten AWS and 10 ANS viewed images selected from the International Affective Picture System representing dimensions of arousal (e.g., excited versus bored) and hedonic valence (e.g., happy versus sad). Immediately following picture presentation, participants produced a consonant-vowel + final /t/ (CVt) nonword consisting of the initial sounds /p/, /b/, /s/, or /z/, followed by a vowel (/i/, /u/, /ε/) and a final /t/. CVt tokens were assessed for word duration and FFF2. Results: Significantly slower word durations were shown in the AWS compared to the ANS across conditions. Although these differences appeared to increase under arousing conditions, no interaction was found. Results for FFF2 revealed a significant group-condition interaction. Post hoc analysis indicated that this was due to the AWS showing significantly greater FFF2 when speaking under conditions eliciting increases in arousal and unpleasantness. ANS showed little change in FFF2 across conditions. Conclusions: The results suggest that AWS’ articulatory stability is more susceptible to breakdown under negative emotional influences.

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Sympathetic arousal of young children who stutter during a stressful picture naming task

Cited by 32 publications

References 68 publications

How Stuttering Develops: The Multifactorial Dynamic Pathways Theory

How Stuttering Develops: The Multifactorial Dynamic Pathways Theory

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

The Effects of Emotion on Second Formant Frequency Fluctuations in Adults Who Stutter

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