A recent study investigates the executive function (EF) in preschool children who stutter (CWS). Developmental stuttering, characterized by speech sound repetition, prolongation, and blocking, affects 5-8% of children, with most recovering spontaneously. The research explores whether a decline in EF contributes to stuttering in young children.
The study compared CWS with children who do not stutter (CWNS). It focused on subcomponents of EF, defined as "goal-oriented thought, action, and emotion regulation." The findings revealed that CWS demonstrated lower performance in both verbal and visual working memory.
These results suggest that CWS experience declines not only in verbal short-term memory, but also in the broader working memory system. This includes central executive function, which is crucial for managing information and regulating behavior.
Executive function consists of shifting, updating (working memory), and inhibition. Shifting refers to the flexible switching of tasks. Updating (working memory) refers to a system that monitors and updates information held in working memory. Inhibition refers to the suppression of dominant behaviors and thoughts.
The study highlights the importance of understanding the cognitive factors contributing to stuttering. Further research is needed to explore the specific mechanisms by which EF deficits impact speech fluency in young children.