Cognitive Flexibility and Effortful Control in School-Age Children with and without Stuttering Disorders

Autor/inn/en	Eichorn, Naomi; Pirutinsky, Steven
Titel	Cognitive Flexibility and Effortful Control in School-Age Children with and without Stuttering Disorders
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 3, S.823-838 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eichorn, Naomi) ORCID (Pirutinsky, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Stuttering; Cognitive Ability; Parent Attitudes; Comparative Analysis; Attention Control; Task Analysis; Child Behavior; Accuracy; Correlation; Personality Traits; Visual Stimuli; Intervals; Performance; Elementary School Students; Intelligence Tests; Nonverbal Ability; Language Tests; Classification; Physical Characteristics; Color; Reaction Time; Severity (of Disability); Test of Nonverbal Intelligence; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Stammer; Stottern; Denkfähigkeit; Elternverhalten; Aufmerksamkeitstest; Aufgabenanalyse; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Achievement; Leistung; Intelligence test; Intelligenztest; Language test; Sprachtest; Classification system; Klassifikation; Klassifikationssystem; Körperliche Erscheinung; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen; Schweregrad
Abstract	Purpose: This study compared attention control and flexibility in school-age children who stutter (CWS) and children who do not stutter (CWNS) based on their performance on a behavioral task and parent report. We used a classic attention-shifting paradigm that included manipulations of task goals and timing to test effects of varying demands for flexibility on switching accuracy and speed. We also examined associations between task performance, group, and relevant aspects of temperament. Method: Participants included 33 children (15 CWS, 18 CWNS) between 8 and 11 years of age. Children sorted stimuli that differed on two dimensions (color and shape) based on sorting rules that varied from block to block or trial to trial. Timing manipulations included intervals of 200-, 600-, or 1,200-ms durations for critical trial components. Temperament data were obtained via the Children's Behavior Questionnaire. Results: All children showed expected performance costs in response to block and trial manipulations; however, CWS were more affected by task conditions that increased demands for cognitive flexibility. Effects of interval durations also differed by group. Factor scores on the Children's Behavior Questionnaire indicated differences in effortful control between groups; however, this aspect of temperament did not mediate between-groups differences in switching performance. Conclusions: Findings suggest that stuttering continues to be associated with differences in attention control and flexibility beyond the preschool years. Further research is needed to clarify how these cognitive processes shape the development of stuttering throughout childhood. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01