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首页> 外文期刊>Journal of communication disorders >Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter
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Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

机译：与口吃的学龄前儿童的流利和口吃相关的情绪反应和调节

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Purpose: The purpose of this study was to assess the relation between emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter (CWS) and those who do not (CWNS). Participants: Participants were eight 3 to 6-year old CWS and eight CWNS of comparable age and gender. Methods: Participants were exposed to three emotion-inducing overheard conversations-neutral, angry and happy-and produced a narrative following each overheard conversation. From audio-video recordings of these narratives, coded behavioral analysis of participants' negative and positive affect and emotion regulation associated with stuttered and fluent utterances was conducted. Results: Results indicated that CWS were significantly more likely to exhibit emotion regulation attempts prior to and during their fluent utterances following the happy as compared to the negative condition, whereas CWNS displayed the opposite pattern. Within-group assessment indicated that CWS were significantly more likely to display negative emotion prior to and during their stuttered than fluent utterances, particularly following the positive overheard conversation. Conclusions: After exposure to emotional-inducing overheard conversations, changes in preschool-age CWS's emotion and emotion regulatory attempts were associated with the fluency of their utterances.Learning outcomes: After reading this article, the reader will be able to: (1) describe various measures of emotional reactivity and regulation, including parent-based reports and behavioral coding, and how they may contribute to childhood stuttering; (2) explain emotional differences between the stuttered and fluent utterances of CWS and CWNS; and (3) discuss how emotions may contribute to CWS' instances of stuttering.
机译：目的：本研究的目的是评估与口吃（CWS）和未口吃（CWNS）的学龄前儿童的流利和口吃相关的情绪反应与调节之间的关系。参加者：参加者有8名3至6岁的CWS和8名年龄和性别相当的CWNS。方法：参加者进行三种中性，愤怒和快乐的情绪诱导性交谈，并在每次听到的交谈后进行叙述。从这些叙述的音频视频记录中，对参与者的消极和积极影响以及与口吃和流利话语相关的情绪调节进行了编码的行为分析。结果：结果表明，与负面条件相比，CWS在快乐后的口语流利之前和期间表现出更多的情绪调节尝试，而CWNS则呈现相反的规律。小组内评估表明，在口吃之前和期间，CWS比流利的说话更有可能表现出负面情绪，尤其是在听到积极的交谈之后。结论：在接触了引起情感的窃听对话之后，学龄前CWS的情绪变化和情绪调节尝试与其话语的流利度有关。学习成果：阅读本文后，读者将能够：（1）描述情绪反应和调节的各种方法，包括基于父母的报告和行为编码，以及它们如何有助于儿童口吃; （2）解释CWS和CWNS口吃和流利话语之间的情感差异; （3）讨论情绪如何影响CWS的口吃。

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