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Emotion-specific vocabulary and its relation to emotion understanding in children and adolescents

  • 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 ofAmong 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.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Gerlind GroßeORCiD, Berit Streubel
DOI:https://doi.org/10.1080/02699931.2024.2346745
ISSN:0269-9931
ISSN:1464-0600
Titel des übergeordneten Werkes (Englisch):Cognition and Emotion
Verlag:Routledge, Taylor & Francis
Verlagsort:London
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Jahr der Erstveröffentlichung:2024
Veröffentlichende Institution:Fachhochschule Potsdam
Datum der Freischaltung:13.05.2024
GND-Schlagwort:Sprachentwicklung; Kind; Jugend; Wortschatz; Emotionales Lernen
Erste Seite:1
Letzte Seite:11
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
DDC-Klassifikation:300 Sozialwissenschaften / 370 Bildung und Erziehung
Lizenz (Deutsch):License LogoCreative Commons - CC BY - Namensnennung 4.0 International
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