<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>2614</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume>193</volume>
    <type>article</type>
    <publisherName>Elsevier</publisherName>
    <publisherPlace>Amsterdam</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>2022-03-08</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children</title>
    <abstract language="eng">Positive associations between children’s general language skills and emotion understanding are well documented. Concurrently, research from other domains highlights the importance of domain-specific language skills for conceptual development. The current study examined the relative contributions of emotion-specific and general vocabulary to individual differences in multiple early-acquired components of emotion understanding (e.g., facial emotion recognition) and later-acquired components (e.g., knowledge of emotion regulation strategies) in 4- to 9-year-old children (N = 86). Emotion-specific vocabulary was measured by size (i.e., number of emotion words children use) and depth (i.e., adult-like use of emotion words). Findings emphasize the role of children’s emotion-specific vocabulary rather than general vocabulary for early-acquired and later-acquired components of emotion understanding, especially when measured by expressive tasks. At preschool age, the size of emotion-specific vocabulary explains children’s knowledge of emotion regulation strategies. In primary school, however, the depth of emotion-specific vocabulary becomes relevant for individual differences in emotion understanding.</abstract>
    <parentTitle language="eng">Journal of Experimental Child Psychology</parentTitle>
    <identifier type="doi">10.1016/j.jecp.2019.104790</identifier>
    <identifier type="issn">0022-0965</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Creative Commons - CC BY-NC-SA - Namensnennung - Nicht kommerziell -  Weitergabe unter gleichen Bedingungen 4.0 International</licence>
    <author>Berit Streubel</author>
    <author>Catherine Gunzenhauser</author>
    <author>Gerlind Große</author>
    <author>Henrik Saalbach</author>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Sprachkompetenz</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Kleinkind</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Kind</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Gefühlsempfindung</value>
    </subject>
    <collection role="ddc" number="410">Linguistik</collection>
    <collection role="institutes" number="">FB1 Sozial- und Bildungswissenschaften</collection>
    <thesisPublisher>Fachhochschule Potsdam</thesisPublisher>
  </doc>
</export-example>
