The effects of emotional arousal and increased speaking rate on children's newly learned /r/ productions

Purpose We examined the effects of physiological arousal on speech motor control and speech motor practice effects in preschool-age children who do (CWS) and do not stutter (CWNS). Method Participants included 18 CWS ( M age = 4 years 5 months) and 18 age- and gender-matched CWNS. The participants repeated a phrase “buy bobby a puppy” interspersed with viewing pictures from the International Affective Picture System under two experimental conditions speaking after viewing pictures with (a) negative and (b) neutral valence. Participants' lip movements were tracked using Optotrak system. The spatiotemporal index and mean utterance duration were calculated to examine speech motor control and speech motor practice effects. Skin conductance level was measured during the experimental conditions to assess participants' physiological level of arousal. Results Preschool-age CWS demonstrated greater speech movement variability across all conditions and trials than CWNS. Furthermore, the younger participants produced more variable articulatory movements than the older participants. Participants' speech movement variability did not significantly differ between the negative and neutral experimental conditions, and the level of physiological arousal did not have a significant effect on it. There was a nonsignificant trend of decrease in speech movement variability across the repeated trials in both groups. Last, CWS and CWNS did not differ in their mean utterance duration, suggesting that their articulation rate was similar across all conditions and trials. Conclusions Our findings indicate that, compared to preschool-age CWNS, CWS demonstrate less mature speech motor control. However, present findings do not support the hypothesis that CWS benefit less from motor practice relative to CWNS. Given that our conditions elicited similar levels of arousal in the participants, future research is needed to examine whether physiological arousal disrupts speech motor control in preschool-age children potentially contributing to disruptions of speech fluency and the development of stuttering.

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Effects of Physiological Arousal on Speech Motor Control and Speech Motor Practice in Preschool-Age Children Who Do and Do Not Stutter

Tumanova

Woods

Wang

2020

J Speech Lang Hear Res

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Estudio sobre la interrelación entre la dislalia y la personalidad del niño

Manso¹,

García²

2017

EJREP

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Introducción. En este artículo analizamos la existencia de características de la personalidad asociadas a la dislalia infantil. Las referencias bibliográficas relativas al tema son escasas y poco recientes. Diferentes autores señalan que determinados rasgos de la personalidad pueden actuar en unas ocasiones como desencadenantes y/o favorecedores de dichas alteraciones y en otros casos como mantenedores y/o agravantes de la dificultad del niño.Método. El estudio que presentamos a continuación, refleja los resultados de la aplicación del Cuestionario de Personalidad para Niños (ESPQ) y del Cuestionario de Ansiedad Infantil (CAS) a una muestra de 20 niños diagnosticados con dislalia, de edades comprendidas entre los 6 y 8 años.Resultados. Los datos corroboran que los niños con dislalia manifiestan una ansiedad, tensión e inseguridad superior a la media y son más propensos a perder el control emocional. Asi-mismo, se muestran inhibidos y tienen dificultades para relacionarse con los demás. Por otra parte, constatamos la dificultad existente a la hora de delimitar si los rasgos de personalidad de estos niños causan el desorden lingüístico, o en cambio son un efecto del mismo.Discusión. La investigación destaca la necesidad de un mayor conocimiento y profundización sobre el papel que desempeña la personalidad en los trastornos del lenguaje de mayor incidencia durante las etapas escolares iniciales. Delimitar las características de la personalidad del niño con dislalia, nos permitirá adaptarnos a su realidad durante el proceso de intervención. Debemos tener muy presentes los aspectos personales, relacionales, sociales y emocionales del niño, dado que el conocimiento de los mismos, puede facilitar la superación más rápida de las dificultades que presenta.

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The effects of emotional arousal and increased speaking rate on children's newly learned /r/ productions

Cited by 2 publications

References 21 publications

Effects of Physiological Arousal on Speech Motor Control and Speech Motor Practice in Preschool-Age Children Who Do and Do Not Stutter

Effects of Physiological Arousal on Speech Motor Control and Speech Motor Practice in Preschool-Age Children Who Do and Do Not Stutter

Estudio sobre la interrelación entre la dislalia y la personalidad del niño

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