Researcher(s)
- Tiffany Lynch-Faulkner, Neuroscience, University of Delaware
Faculty Mentor(s)
- Evan Usler, Brain Sciences, University of Delaware
Abstract
Public speaking anxiety and speech-related social anxiety are common in diverse populations, significantly affecting interpersonal communication and overall quality of life. Historically, these behaviors have been framed through the lens of two primary motivational drives: approach towards rewarding stimuli and withdrawal (avoidance) from perceived threats. Recent electroencephalography (EEG) studies have shed light on the neurological foundations of these motivational systems, indicating a functional division within the prefrontal cortex specifically, the left hemisphere for approach-related processes and the right hemisphere for avoidance-related processes.
Our central hypothesis proposes that individuals exhibiting high levels of social anxiety, as quantified through self-report measures, will demonstrate distinct neural markers indicative of approach-avoidance conflict. Specifically, we anticipate observing: relative hemispheric asymmetry favoring the right prefrontal cortex and increased theta power in the right prefrontal cortex, reflecting heightened withdrawal motivation during speech-related tasks.
To test our hypothesis, we will conduct EEG recordings while participants (children and adults with and without fluency disorders) engage in speech-related tasks designed to elicit approach and avoidance motivations. Participants will also complete validated self-report scales to assess levels of social anxiety and speech-related fears.
Identifying neural markers of speech-related approach-avoidance conflict will advance our understanding of the psycho-social factors influencing individuals with fluency disorders. Insights from this research can inform the development of targeted interventions and support strategies aimed at: alleviating speech-related anxiety and enhancing the daily well-being and social functioning of individuals who stutter.
The findings from this study will not only contribute to the academic field but also have practical applications in clinical settings and educational environments. By understanding the neurological correlates of speech-related anxiety, practitioners can tailor therapeutic approaches to address the unique needs of individuals with fluency disorders and develop strategies that promote more effective communication skills.