Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
J Abnorm Child Psychol. 2012 May;40(4):633-44. doi: 10.1007/s10802-011-9581-8.
This study assessed emotional and speech-language contributions to childhood stuttering. A dual diathesis-stressor framework guided this study, in which both linguistic requirements and skills, and emotion and its regulation, are hypothesized to contribute to stuttering. The language diathesis consists of expressive and receptive language skills. The emotion diathesis consists of proclivities to emotional reactivity and regulation of emotion, and the emotion stressor consists of experimentally manipulated emotional inductions prior to narrative speaking tasks. Preschool-age children who do and do not stutter were exposed to three emotion-producing overheard conversations-neutral, positive, and angry. Emotion and emotion-regulatory behaviors were coded while participants listened to each conversation and while telling a story after each overheard conversation. Instances of stuttering during each story were counted. Although there was no main effect of conversation type, results indicated that stuttering in preschool-age children is influenced by emotion and language diatheses, as well as coping strategies and situational emotional stressors. Findings support the dual diathesis-stressor model of stuttering.
本研究评估了情绪和言语语言对儿童口吃的贡献。双重素质-压力框架指导了这项研究，其中语言要求和技能以及情绪及其调节都被假设为口吃的原因。语言素质包括表达和接受语言技能。情绪素质包括情绪反应和情绪调节的倾向，情绪压力源包括在叙事说话任务之前进行的实验性情绪诱发。接受过和未接受过口吃的学龄前儿童接触了三种产生情绪的偷听对话——中性、积极和愤怒。参与者在听每段对话时以及在每段偷听对话后讲故事时，对情绪和情绪调节行为进行了编码。在每个故事中口吃的次数都被计算在内。尽管对话类型没有主要影响，但结果表明，学龄前儿童的口吃受到情绪和语言素质以及应对策略和情境情绪压力源的影响。研究结果支持口吃的双重素质-压力模型。
