Temperament, Speech and Language: An Overview

Autor/inn/en	Conture, Edward G.; Kelly, Ellen M.; Walden, Tedra A.
Titel	Temperament, Speech and Language: An Overview
Quelle	In: Journal of Communication Disorders, 46 (2013) 2, S.125-142 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/j.jcomdis.2012.11.002
Schlagwörter	Personality; Psychological Characteristics; Personality Theories; Measurement; Children; Speech; Language Acquisition; Child Development; Interpersonal Competence; Communication Disorders; Language Impairments; Speech Impairments; Voice Disorders; Stuttering; Models; Interaction + Suchen Sie Ihr Suchwort? Personalität; Personality theory; Persönlichkeitstheorie; Messverfahren; Child; Kind; Kinder; Speaking; Sprechen; Sprachaneignung; Spracherwerb; Kindesentwicklung; Interpersonale Kompetenz; Kommunikationsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Stimmstörung; Stammer; Stottern; Analogiemodell; Interaktion
Abstract	The purpose of this article is to discuss definitional and measurement issues as well as empirical evidence regarding temperament, especially with regard to children's (a)typical speech and language development. Although all ages are considered, there is a predominant focus on children. Evidence from considerable empirical research lends support to the association between temperament, childhood development and social competence. With regard to communication disorders, extant literature suggests that at least certain elements of temperament (e.g., attention regulation, inhibitory control) are associated with the presence of certain communication disorders. However, the precise nature of this association remains unclear. Three possible accounts of the association between temperament and speech-language disorder are presented. One, the disability model (i.e., certain disorders impact psychological processes leading to changes in these processes, personality, etc., Roy & Bless, 2000a) suggests speech-language disorders may lead to or cause changes in psychological or temperamental characteristics. The disability account cannot be categorically refuted based on currently available research findings. The (pre)dispositional or vulnerability model (i.e., certain psychological processes directly cause the disorder or indirectly modify the course or expression of the disorder, Roy & Bless, 2000a) suggests that psychological or temperamental characteristics may lead to or cause changes in speech-language disorders. The vulnerability account has received some empirical support with regard to stuttering and voice disorders but has not received widespread empirical testing for most speech-language disorders. A third, interaction account, suggests that "disability" and "vulnerability" may both impact communication disorders in a complex, dynamically changing manner, a possibility that must await further empirical study. Suggestions for future research directions are provided. Learning outcomes: After reading this article, the reader will be able to (1) define the concept of temperament as well as theories of and means to measure/study temperament, (2) describe the possible association of temperament to children's speech-language, in general, and children's speech-language disorders, in specific, and (3) be able to describe the disability, dispositional and interaction accounts of the association of temperament to speech-language disorders. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10