Arnold Hayley S, Conture Edward G, Key Alexandra P F, Walden Tedra
Vanderbilt University, United States.
J Commun Disord. 2011 May-Jun;44(3):276-93. doi: 10.1016/j.jcomdis.2010.12.003. Epub 2010 Dec 24.
The purpose of this preliminary study was to assess whether behavioral and psychophysiological correlates of emotional reactivity and regulation are associated with developmental stuttering, as well as determine the feasibility of these methods in preschool-age children. Nine preschool-age children who stutter (CWS) and nine preschool-age children who do not stutter (CWNS) listened to brief background conversations conveying happy, neutral, and angry emotions (a resolution conversation followed the angry conversation), then produced narratives based on a text-free storybook. Electroencephalograms (EEG) recorded during listening examined cortical correlates of emotional reactivity and regulation. Speech disfluencies and observed emotion regulation were measured during a narrative immediately after each background conversation. Results indicated that decreased use of regulatory strategies is related to more stuttering in children who stutter. However, no significant differences were found in EEG measurements of emotional reactivity and regulation between CWS and CWNS or between emotion elicitation conditions. Findings were taken to suggest that use of regulatory strategies may relate to the fluency of preschool-age children's speech-language output.
The reader will be able to (1) describe emotional reactivity and regulation processes, (2) discuss evidence for or against the relations of emotional reactivity, regulation and stuttering, (3) understand how multiple measures can be used to measure emotional reactivity and regulation.
本初步研究的目的是评估情绪反应性和调节的行为及心理生理相关因素是否与发育性口吃有关，同时确定这些方法在学龄前儿童中的可行性。九名学龄前口吃儿童（CWS）和九名学龄前非口吃儿童（CWNS）听取了传达快乐、中性和愤怒情绪的简短背景对话（愤怒对话后紧接着是解决对话），然后根据一本无文字的故事书进行叙述。在听取对话期间记录脑电图（EEG），以检查情绪反应性和调节的皮层相关因素。在每次背景对话后的叙述过程中测量言语不流畅性和观察到的情绪调节情况。结果表明，调节策略使用的减少与口吃儿童更多的口吃现象有关。然而，在CWS和CWNS之间或情绪诱发条件之间，EEG测量的情绪反应性和调节方面未发现显著差异。研究结果表明，调节策略的使用可能与学龄前儿童言语输出的流畅性有关。
读者将能够（1）描述情绪反应性和调节过程，（2）讨论支持或反对情绪反应性、调节与口吃之间关系的证据，（（3）理解如何使用多种测量方法来测量情绪反应性和调节。
