Temperament, speech and language: An overview

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.

Emotional Diathesis, Emotional Stress, and Childhood Stuttering

“…For example, as Conture et al (2013) suggested, the "directionality of effect" regarding emotion and stuttering (e.g., emotion → stuttering vs. emotion ← stuttering) continues to remain unclear. It is also unknown, in this mixed sample of young children (i.e., some participants will and some will not recover from stuttering), whether those who persist exhibit more positive than negative emotional reactivity (or vice versa) compared with those who recover.…”

“…T here has been considerable empirical study of, as well as speculation regarding, the possible relation between emotion and childhood stuttering (e.g., Adams, 1992;Bloodstein, 1949;Choi, Conture, Walden, Lambert, & Tumanova, 2013;Conture, Kelly & Walden, 2013;Guitar, 2014;W. Johnson et al, 1959;Jones, Choi, Conture, & Walden, 2014;Yairi, 1997).…”

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

“…The latter result suggests that underlying variables, such as less distractibility, are involved in speech-language dissociations for at least a subgroup of preschool-age CWS. Given the present methodology (e.g., parent questionnaires and correlational analyses), it is difficult to determine the directionality of effect-that is, whether ineffective distractibility caused, resulted from, or simply co-occured with CWS's speech-language dissociations (see Conture, Kelly, & Walden, 2013, for a similar discussion about directionality of effect regarding temperament and speech-language disorders). Nevertheless, the present findings emphasize the importance of studying associations and interactions among multiple variables (e.g., dissociations across several speechlanguage domains in addition to distractibility) and their possible relation to childhood stuttering.…”

Encouragement to Increase the Use of Psychosocial Skills in the Diagnosis and Therapy of Patients With Functional Dysphonia

“…2,[4][5][6][7][8][9] Some of the identified personality characteristics, several measured by the Minnesota Multiphasic Personality Inventory, are: temperament, extraversion, introversion, neuroticism, type A personality (ambitious, rigidly organized), type D personality (negative affectivity), social inhibition, social alienation, social competence, loneliness, interpersonal sensitivity, self-confidence, perfectionism, diffuse anxiety, control of emotions, impulsivity, suspiciousness, obsessivecompulsive trait, coping style, pessimism (dissatisfaction, sadness), and tendency toward denial. 4,5,[10][11][12][13][14][15][16][17] In recent years, evidence has been found that FD is at least correlated with depressive symptoms and general anxiety, 5,18-21 but probably also with high neuroticism and hypochondriasis. 1,4 But correlation does not imply causation.…”