Reaction to Background Stimulation of Preschool Children Who Do and Do Not Stutter

Autor/inn/en	Schwenk, Krista A.; Conture, Edward G.; Walden, Tedra A.
Titel	Reaction to Background Stimulation of Preschool Children Who Do and Do Not Stutter
Quelle	In: Journal of Communication Disorders, 40 (2007) 2, S.129-141 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2006.06.003
Schlagwörter	Stimuli; Stuttering; Preschool Children; Monolingualism; Personality + Suchen Sie Ihr Suchwort? Anreizsystem; Stammer; Stottern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personalität
Abstract	This study investigated the maintenance of attention and adaptation to background stimuli of preschool children who do (CWS) and do not stutter (CWNS). Participants were 13 monolingual, Standard American English speaking, 3-5-year-old CWS and 14 CWNS. Results indicated that CWS were significantly more apt than CWNS to attend to or look at changes in background stimuli, although there were no significant differences between groups in duration and latency of these looks. Findings suggest that preschool CWS are more reactive to, distracted by, and slower to adapt and habituate to environmental stimuli than their CWNS counterparts. Learning outcomes: The reader should be able to: (1) recognize the temperamental differences between CWS and CWNS, (2) define attention reactivity and regulation, (3) explain how attention reactivity and regulation are associated with preschool stuttering, and (4) understand recent empirical evidence relating reactivity and regulation to preschool stuttering. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10