<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>3452</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1664</pageFirst>
    <pageLast>1673</pageLast>
    <pageNumber/>
    <edition/>
    <issue>7</issue>
    <volume>39</volume>
    <type>article</type>
    <publisherName>Routledge, Taylor &amp; Francis</publisherName>
    <publisherPlace>London</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>1</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">Cognition and Emotion</parentTitle>
    <identifier type="issn">0269-9931</identifier>
    <identifier type="issn">1464-0600</identifier>
    <identifier type="doi">10.1080/02699931.2024.2346745</identifier>
    <enrichment key="opus.import.date">2024-05-13T09:30:19+00:00</enrichment>
    <enrichment key="opus.source">sword</enrichment>
    <enrichment key="opus.import.user">hisres</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Gerlind Große</author>
    <author>Berit Streubel</author>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Sprachentwicklung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Kind</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Jugend</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Wortschatz</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Emotionales Lernen</value>
    </subject>
    <collection role="ddc" number="370">Bildung und Erziehung</collection>
    <collection role="institutes" number="">FB1 Sozial- und Bildungswissenschaften</collection>
    <collection role="Import" number="import">Import</collection>
    <collection role="open_access_fhp" number="">Hybrid Open Access</collection>
    <thesisPublisher>Fachhochschule Potsdam</thesisPublisher>
  </doc>
</export-example>
