Most research on the relationship between emotion and language in children relies on the use of words whose affective properties have been assessed by adults. To overcome this limitation, in the current study we introduce SANDchild, the Spanish affective database for children. This dataset reports ratings in the valence and the arousal dimensions for a large corpus of 1406 Spanish words rated by a large sample of 1276 children and adolescents from four different age groups (7, 9, 11 and 13 years old). We observed high inter-rater reliabilities for both valence and arousal in the four age groups. However, some age differences were found. In this sense, ratings for both valence and arousal decreased with age. Furthermore, the youngest children consider more words to be positive than adolescents. We also found sex differences in valence scores since boys gave higher valence ratings than girls, while girls considered more words to be negative than boys. The norms provided in this database will allow us to further extend our knowledge on the acquisition, development and processing of emotional language from childhood to adolescence. The complete database can be downloaded from https://psico.fcep.urv.cat/exp/files/SANDchild.xlsx.

The level of processing hypothesis (LoP) proposes that the transition from unaware to aware visual perception is graded for low-level (i.e., energy, features) stimulus whereas dichotomous for high-level (i.e., letters, words, meaning) stimulus. In this study, we explore the behavioral patterns and neural correlates associated to different depths (i.e., low vs. high) of stimulus processing. The low-level stimulus condition consisted of identifying the color (i.e., blue/blueish vs. red/reddish) of the target, whereas the high-level stimulus condition consisted of identifying stimulus category (animal vs. object). Behavioral results showed that the levels of processing manipulation produced significant differences in both the awareness rating distributions and accuracy performances between tasks, the low-level task producing more intermediate subjective ratings and linearly increasing accuracy performances and the high-level task producing less intermediate ratings and a more nonlinear pattern for accuracies. The electrophysiological recordings revealed two correlates of visual awareness, an enhanced posterior negativity in the N200 time window (visual awareness negativity [VAN]), and an enhanced positivity in the P3 time window (late positivity [LP]). The analyses showed a double dissociation between awareness and the level of processing hypothesis manipulation: Awareness modulated VAN amplitudes only in the low-level color task, whereas LP amplitude modulations were observed only in the higher level category task. These findings are compatible with a two-stage microgenesis model of conscious perception, where an early elementary phenomenal sensation of the stimulus (i.e., the subjective perception of color) would be indexed by VAN, whereas stimulus' higher level properties (i.e., the category of the target) would be reflected in the LP in a later latency range.

Studies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional study, we objectively examined the age of acquisition of words that relate to emotions without explicitly referring to affective states (emotion-laden words, e.g., cake, tomb, rainbow) using a picture naming task. Three hundred and sixty participants belonging to 18 age groups from preschool to adolescence overtly named line drawings corresponding to positive, negative, and neutral concrete nouns. The results of regression and mixed model analyses indicated that positive emotion-laden words are learnt earlier in life. This effect was independent of the contribution of other lexical and semantic factors (familiarity, word frequency, concreteness, word length). It is proposed that the prioritized acquisition of positive emotion-laden words might be the consequence of the communicative style and contextual factors associated with the interaction between children and caregivers. We also discuss the implications of our findings for proposals that highlight the role of language in emotion perception and understanding.

Williams syndrome (WS) is a rare genetic disorder, characterised at the cognitive level by a phenotypic pattern of relative weaknesses (e.g., visuospatial skills) and strengths (e.g., some linguistic and nonverbal reasoning skills). In this study, we performed a systematic search and meta-analysis on lexical-semantic processing in WS, an area of knowledge in which contradictory results have been obtained. We found 42 studies matching our criteria, and, in total, 78 effect sizes were included in the meta-analysis. Results showed that individuals with WS have worse lexical-semantic skills than individuals with typical development, whether matched by chronological or mental age. However, people with WS have better lexical-semantic skills than people diagnosed with other cognitive disabilities. Finally, vocabulary skills seem to be relatively spared in WS, although they present some difficulties in semantic processing/integration, semantic memory organisation and verbal working memory skills. Taken together, these results support a neuroconstructivist approach, according to which the cognitive mechanisms involved in lexical-semantic processing may be modulated, even when performance in some tasks (i.e., vocabulary tasks) might be optimal.

Psycholinguistic studies have shown that there are many variables implicated in language comprehension and production. At the lexical level, subjective age of acquisition (AoA), the estimate of the age at which a word is acquired, is key for stimuli selection in psycholinguistic studies. AoA databases in English are often used when testing a variety of phenomena in second language (L2) speakers of English. However, these have limitations, as the norms are not provided by the target population (L2 speakers of English) but by native English speakers. In this study, we asked native Spanish L2 speakers of English to provide subjective AoA ratings for 1604 English words, and investigated whether factors related to 14 lexico-semantic and affective variables, both in Spanish and English, and to the speakers’ profile (i.e., sociolinguistic variables and L2 proficiency), were related to the L2 AoA ratings. We used boosted regression trees, an advanced form of regression analysis based on machine learning and boosting algorithms, to analyse the data. Our results showed that the model accounted for a relevant proportion of deviance (58.56%), with the English AoA provided by native English speakers being the strongest predictor for L2 AoA. Additionally, L2 AoA correlated with L2 reaction times. Our database is a useful tool for the research community running psycholinguistic studies in L2 speakers of English. It adds knowledge about which factors—linked to the characteristics of both the linguistic stimuli and the speakers—affect L2 subjective AoA. The database and the data can be downloaded from: https://osf.io/gr8xd/?view_only=73b01dccbedb4d7897c8d104d3d68c46.