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.…
Verfasserangaben: | Berit Streubel, Catherine Gunzenhauser, Gerlind GroßeORCiD, Henrik Saalbach |
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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): | ![]() |