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.…


| 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 |
| Open Access: | Hybrid Open Access |
| Lizenz (Deutsch): | Creative Commons - CC BY - Namensnennung 4.0 International |

