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Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children

  • 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 emotionPositive 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.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Berit Streubel, Catherine Gunzenhauser, Gerlind GroßeORCiD, Henrik Saalbach
DOI:https://doi.org/10.1016/j.jecp.2019.104790
ISSN:0022-0965
Titel des übergeordneten Werkes (Englisch):Journal of Experimental Child Psychology
Verlag:Elsevier
Verlagsort:Amsterdam
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Datum der Veröffentlichung (online):08.03.2022
Jahr der Erstveröffentlichung:2020
Veröffentlichende Institution:Fachhochschule Potsdam
Datum der Freischaltung:08.03.2022
GND-Schlagwort:Sprachkompetenz; Kleinkind; Kind; Gefühlsempfindung
Jahrgang:193
Aufsatznummer:104790
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
DDC-Klassifikation:400 Sprache / 410 Linguistik
Lizenz (Deutsch):License LogoCreative Commons - CC BY-NC-SA - Namensnennung - Nicht kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International
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