TY - JOUR A1 - Große, Gerlind A1 - Streubel, Berit T1 - Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents T2 - Cognition and Emotion N2 - Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages. KW - Sprachentwicklung KW - Kind KW - Jugend KW - Wortschatz KW - Emotionales Lernen Y1 - 2024 UR - https://opus4.kobv.de/opus4-fhpotsdam/frontdoor/index/index/docId/3452 SN - 0269-9931 SN - 1464-0600 SP - 1 EP - 11 PB - Routledge, Taylor & Francis CY - London ER -