Facial Emotion Labeling in Language Impaired Children

Autor/inn/en	Delaunay-El Allam, Maryse; Guidetti, Michele; Chaix, Yves; Reilly, Judy
Titel	Facial Emotion Labeling in Language Impaired Children
Quelle	In: Applied Psycholinguistics, 32 (2011) 4, S.781-798 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000063
Schlagwörter	Semantics; Language Impairments; Human Body; Nonverbal Communication; Emotional Response; Identification; Children; Task Analysis; Psychological Patterns; Photography + Suchen Sie Ihr Suchwort? Semantik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Menschlicher Körper; Non-verbal communication; Nonverbale Kommunikation; Emotionales Verhalten; Identifikation; Identifizierung; Child; Kind; Kinder; Aufgabenanalyse; Fotografie
Abstract	The few studies that have investigated emotion labeling in children with specific language impairment (SLI) have generally focused on global identification performances and appear contradictory. The current study is a fine-grained examination of how children with SLI and typical peers differ in the accuracy of their emotional lexicon use. Children underwent a free labeling task of five basic emotions expressed by still face photographs. Results revealed that children with SLI were less accurate in their label use than typical children. However, pattern of confusions between the two groups differed only by a confusion between sadness and anger displayed by the SLI group. It is argued that this emotion labeling deficiency may rely on semantic fields overlap. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10