The effect of emotion on articulation rate in persistence and recovery of childhood stuttering

Erdemir, Aysu; Walden, Tedra A.; Jefferson, Caswell M.; Choi, Dahye; Jones, Robin M.

doi:10.1016/j.jfludis.2017.11.003

Cited by 28 publications

(19 citation statements)

References 124 publications

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“…In turn, increased arousal leads to increased instability in the speech motor sys-tem. Erdemir et al 48 reported promising results showing that compared with CWNS and CWS-Rec, CWS-Per had slower articulation rates when generating a narrative describing a video clip eliciting negative emotion. They suggest that articulation rates following nega-tive emotional stimuli in preschool CWS could be a factor that predicts persistence/recovery from stuttering.…”

Section: Resultsmentioning

confidence: 99%

What Are Predictors for Persistence in Childhood Stuttering?

et al. 2018

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Over the past 10 years, we (the Purdue Stuttering Project) have implemented longitudinal studies to examine factors related to persistence and recovery in early childhood stuttering. Stuttering develops essentially as an impairment in speech sensorimotor processes that is strongly influenced by dynamic interactions among motor, language, and emotional domains. Our work has assessed physiological, behavioral, and clinical features of stuttering within the motor, linguistic, and emotional domains. We describe the results of studies in which measures collected when the child was 4 to 5 years old are related to eventual stuttering status. We provide supplemental evidence of the role of known predictive factors (e.g., sex and family history of persistent stuttering). In addition, we present new evidence that early delays in basic speech motor processes (especially in boys), poor performance on a nonword repetition test, stuttering severity at the age of 4 to 5 years, and delayed or atypical functioning in central nervous system language processing networks are predictive of persistent stuttering.

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Section: Resultsmentioning

confidence: 99%

What Are Predictors for Persistence in Childhood Stuttering?

et al. 2018

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“…These storybooks are frequently used for storytelling tasks in studies. (Choi et al, 2016;Erdemir, Walden, Jefferson, Choi, & Jones, 2018).…”

Section: Storytelling Taskmentioning

confidence: 99%

The Impact of Emotional Processes on Stuttering in Young School-Age Children Who Do and Do Not Stutter

Kim¹,

Choi²,

Sim³

2021

Commun Sci Disord

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The purpose of this study was to investigate the differences in emotional processes (emotional reactivity and emotional regulation) between children who stutter (CWS) and children who do not stutter (CWNS). In addition, we attempted to explore whether positive or negative emotion-eliciting conditions increase stuttering in CWS and CWNS. Methods: Twelve young school-age CWS and thirteen young school-age CWNS participated in this research. The Korean version of the Children's Behavior Questionnaire Short Form (CBQ-SF) was employed to investigate the characteristics of children's emotional processes (i.e., three factors: Surgency, Negative Affectivity, & Effortful control). Each participant completed a series of tasks that were designed to elicit emotions such as neutral, anxiety, pleasure, and frustration. After each task, the participant was asked to tell a story based on a wordless picture book. Results: Findings indicated (1) no significant differences in the three factors of emotional processes between CWS and CWNS; (2) no significant correlations between the three factors of emotional processes and speech disfluency rates (i.e., other disfluencies, OD and stuttering-like disfluencies, SLD) in CWS and CWNS; and (3) a significant difference in SLD between the frustration and neutral conditions for CWS but not for CWNS. Conclusion: The findings from this study suggest that although CWS are not necessarily different from CWNS in emotional reactivity and regulation, CWS's speech system seems to be vulnerable to a frustrating situation and their speech fluency is more likely to be disrupted by the frustrating emotion.

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“…Stuttering is a speech disorder which can be affected by emotions [8][9][10]. It is suggested that stuttering behaviors change during an emotional situation, especially in CWS [9].…”

Section: Introductionmentioning

confidence: 99%

“…It is suggested that stuttering behaviors change during an emotional situation, especially in CWS [9]. Furthermore, negative emotions could slow articulation rates in children with persisting stuttering; however, it is not an influential factor in recovered and Typically-Developing Children (TDC) [10]. It remains unclear how emotional content can change fluency, as there is no concise electrophysiological evidence in this respect.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Emotional Content on Phonological Processing in Children Who Stutter

Salehi

Khatoonabadi

Ashrafi

et al. 2020

IRJ

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Objectives: Stuttering and phonological processing are mutually related. Emotion is an effective factor in fluency and language processing; however, its underlying neural mechanism remains unclear. Event-Related Potential (ERP) is a non-invasive highly-beneficial method with high time resolution for language processing. The present study aimed to explore phonological processing in emotional words in Children Who Stutter (CWS), compared to Typically-Developing Children (TDC). Methods: Ten Persian-speaking CWS (3 girls, 7 boys), aged 7-10 years (Mean±SD = 8.9±0.11) and 10 TDC who are matched in age (Mean±SD = 8.7±0.12) and gender were given 120 emotional words (high-valence low-valence) and neutral words to read. Phonological processing was measured by the aloud reading task, while ERP was simultaneously recorded. The collected results were analyzed as behavioral (reaction time and reading accuracy) and electrophysiological (amplitude and topography). Repeated-measures Analysis of Variance (ANOVA) and Independent Samples t-test were used for between-group comparisons. Results: The obtained behavioral data included Reaction Time (RT) and accuracy. There were no significant differences between the explored CWS and TDC in RT and accuracy (P>0.05). The mean value of amplitudes presented significant differences between CWS and TDC in language processing areas (P<0.05). The collected results indicated higher mean values of amplitude for neutral words. The distribution highly differed between the investigated CWS and TDC in neutral and negative words. However, there were similarities in positive words in distribution between the study groups. Discussion: The studied CWS and TDC were similar concerning behavioral results. High-valence words in the CWS group presented a higher similar distribution, compared to the TDC groups; however, low-valence words in the explored CWS had a more similar amplitude to the TDC group for neutral words. Then, emotional content facilitated phonological processing in the investigated CWS in the given time range.

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The effect of emotion on articulation rate in persistence and recovery of childhood stuttering

Cited by 28 publications

References 124 publications

What Are Predictors for Persistence in Childhood Stuttering?

What Are Predictors for Persistence in Childhood Stuttering?

The Impact of Emotional Processes on Stuttering in Young School-Age Children Who Do and Do Not Stutter

The Effects of Emotional Content on Phonological Processing in Children Who Stutter

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