While motoric aspects of stuttering such as speech motor control have received considerable attention, developing lines of evidence suggest that linguistic variables such as syntax, semantics and phonology may also contribute to stuttering. At present, no completely satisfactory theory exists for the separate occurrence of childhood stuttering and difficulties with linguistic processing (e.g., lexical storage and/or retrieval), much less their common co-occurrence. Developing such theory, one might assume that disruptions in linguistic planning of speech-language production contribute to stuttering and that such disruptions are most likely temporal in nature given that stuttering is, by definition, a disruption in the rhythm or fluency of speech. Based on these assumptions, it could be speculated that the linguistic planning for speech-language production of people who stutter is slow, perhaps dyssynchronous, a possibility that may contribute to the overt hesitations, repetitions, and stoppages in speech that comprise the sine qua non of stuttering. Thus, the specific aims of the project are to assess differences in speech reaction time between children who do and do not stutter during conditions where speed of syntactic, semantic and phonological activation has been experimentally manipulated by priming procedures during picture-naming or picture description tasks. The possibility that subgroups exist among these children, based on their performance on these tasks as well as standardized tests, will also be explored through appropriate multivariate statistical procedures. Furthermore, the influence of these priming procedures will be studied for children with high-normal versus low-normal syntactic, semantic and phonologic abilities. Finally, the relationship between aspects of stuttering (e.g., most common disfluency type) and changes in speech reaction time during these experimental tasks will also be studied. Findings will have important theoretical implications regarding linguistic contributions to stuttering in children and help ground stuttering within the broader context of (ab)normal speech and language development as well as inform diagnostic and treatment protocols for childhood stuttering.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
5R01DC000523-11
Application #
6787186
Study Section
Special Emphasis Panel (ZRG1-BBBP-7 (01))
Program Officer
Shekim, Lana O
Project Start
1996-07-01
Project End
2007-08-31
Budget Start
2004-09-01
Budget End
2005-08-31
Support Year
11
Fiscal Year
2004
Total Cost
$240,468
Indirect Cost
Name
Vanderbilt University Medical Center
Department
Otolaryngology
Type
Schools of Medicine
DUNS #
004413456
City
Nashville
State
TN
Country
United States
Zip Code
37212
Zengin-Bolatkale, Hatun; Conture, Edward G; Walden, Tedra A et al. (2018) Sympathetic arousal as a marker of chronicity in childhood stuttering. Dev Neuropsychol 43:135-151
Choi, Dahye; Conture, Edward G; Tumanova, Victoria et al. (2018) Young children's family history of stuttering and their articulation, language and attentional abilities: An exploratory study. J Commun Disord 71:22-36
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Erdemir, Aysu; Walden, Tedra A; Jefferson, Caswell M et al. (2018) The effect of emotion on articulation rate in persistence and recovery of childhood stuttering. J Fluency Disord 56:1-17
Zengin-Bolatkale, Hatun; Conture, Edward G; Key, Alexandra P et al. (2018) Cortical associates of emotional reactivity and regulation in childhood stuttering. J Fluency Disord 56:81-99
Jones, Robin M; Walden, Tedra A; Conture, Edward G et al. (2017) Executive Functions Impact the Relation Between Respiratory Sinus Arrhythmia and Frequency of Stuttering in Young Children Who Do and Do Not Stutter. J Speech Lang Hear Res 60:2133-2150
Buhr, Anthony P; Jones, Robin M; Conture, Edward G et al. (2016) The function of repeating: The relation between word class and repetition type in developmental stuttering. Int J Lang Commun Disord 51:128-36
Choi, Dahye; Conture, Edward G; Walden, Tedra A et al. (2016) Emotional Diathesis, Emotional Stress, and Childhood Stuttering. J Speech Lang Hear Res 59:616-30
Groner, Stephen; Walden, Tedra; Jones, Robin (2016) Factors Associated With Negative Attitudes Toward Speaking in Preschool-Age Children Who Do and Do Not Stutter. Contemp Issues Commun Sci Disord 43:255-267
Zengin-Bolatkale, Hatun; Conture, Edward G; Walden, Tedra A (2015) Sympathetic arousal of young children who stutter during a stressful picture naming task. J Fluency Disord 46:24-40

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