Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children

Streubel, Berit; Große, Gerlind; Saalbach, Henrik

doi:10.1016/j.jecp.2019.104790

Cited by 31 publications

(28 citation statements)

References 33 publications

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“…For instance, Lindquist et al ( 2015 ) have suggested that emotion terms help to connect disparate aspects of a culturally relevant emotion category (e.g., bodily sensations, possible situational causes, facial expressions), facilitating its representation as an entity. In line with these theoretical conceptualizations, empirical studies show that a differentiated emotion vocabulary positively relates to various aspects of emotion-related knowledge (Beck et al, 2012 ; Lindquist et al, 2015 ; Ornaghi & Grazzani, 2013 ; Streubel et al, 2020 ) as well as to emotion concept representation (Nook et al, 2017 ). Streubel et al ( 2020 ), for example, found that the size of preschool children’s emotion vocabulary (i.e., the range of different emotion words they actively use) predicts their knowledge of emotion regulation strategies (while controlling for general vocabulary).…”

Section: Introductionmentioning

confidence: 89%

“…In line with these theoretical conceptualizations, empirical studies show that a differentiated emotion vocabulary positively relates to various aspects of emotion-related knowledge (Beck et al, 2012 ; Lindquist et al, 2015 ; Ornaghi & Grazzani, 2013 ; Streubel et al, 2020 ) as well as to emotion concept representation (Nook et al, 2017 ). Streubel et al ( 2020 ), for example, found that the size of preschool children’s emotion vocabulary (i.e., the range of different emotion words they actively use) predicts their knowledge of emotion regulation strategies (while controlling for general vocabulary). Similarly, Ornaghi and Grazzani ( 2013 ) reported that production and comprehension of emotional state language relates to primary school children’s emotion-related knowledge (TEC; Pons & Harris, 2000 ).…”

Section: Introductionmentioning

confidence: 89%

“…Using a newly developed vignette test (Streubel et al, 2020), we investigated the following research questions:…”

Section: The Present Studymentioning

confidence: 99%

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Let’s Talk About Emotions: the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age

2021

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Learning to use language in an adult-like way is a long-lasting process. This may particularly apply to complex conceptual domains such as emotions. The present study examined children’s and adults’ patterns of emotion word usage regarding their convergence and underlying semantic dimensions, and the factors influencing the ease of emotion word learning. We assessed the production of emotion words by 4- to 11-year-old children (N = 123) and 27 adults (M = 37 years) using a vignette test. We found that the older the children, the more emotion words they produced. Moreover, with increasing age, children’s pattern of emotion word usage converged with adult usage. The analysis for semantic dimensions revealed one clear criterion—the differentiation of positive versus negative emotions—for all children and adults. We further found that broad covering emotion words are produced earlier and in a more adult-like way.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 89%

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Let’s Talk About Emotions: the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age

2021

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“…Because the development of young children's verbal abilities and emotion knowledge are so closely related (Bierman et al., 2008; Doyle & Bramwell, 2006; Ornaghi et al., 2015; Pons et al., 2003; Streubel et al., 2020), enhancing one should stimulate the other. This works in two directions.…”

Section: Introductionmentioning

confidence: 99%

“…On the one hand, fostering children's language skills should contribute to an expansion of their emotion knowledge. Emotion‐related language skills include not only children's understanding and use of emotional vocabulary (e.g., Streubel et al., 2020), but also their understanding and use of morphological endings, tempi, and other features of grammar. Mastering these features of language can help children in talking about their own emotions and in sorting out who experienced which emotion under which circumstances.…”

Section: Introductionmentioning

confidence: 99%

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

Voltmer

Salisch

2022

Social Development

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Because emotion knowledge and language skills each contribute to children's success in school and life, the Feeling Thinking Talking (FTT) intervention combines the advancement of language skills and of emotion knowledge in teachers’ child‐directed conversations. Teachers from centers of early childhood education in Germany were taught language support strategies (LSS) and how to apply them during emotion talk while reading picture books, while reminiscing about emotional events, and in everyday conversations with the children in their care. The evaluation of the FTT intervention entailed a comparison between the FTT group (N = 43) and a business‐as‐usual (BAU) control group (N = 67) with N = 110 children (Mage = 49.41 months, range = 33–66 months at T1) who were individually tested using objective tests on receptive vocabulary and emotion knowledge before (T1) and after the FTT intervention (T2), and in a follow‐up 3–6 months later (T3). After a multiple imputation procedure, mixed multilevel models indicated that the children taught by the FTT group teachers made faster progress in their emotion knowledge than their agemates in the BAU condition, especially in their knowledge of mixed emotions, when numerous covariates were controlled. Results suggest that young children's emotion knowledge can be promoted alongside with language skills by a teacher‐led intervention supporting child‐directed emotion talk in early childhood education. Discussion focuses on emotion talk as the mechanism for the transmission of emotion knowledge.

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Theoretischer Hintergrund

Voltmer

Salisch

2021

SpringerTests

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Emotion-specific vocabulary and its contribution to emotion understanding in 4- to 9-year-old children

Cited by 31 publications

References 33 publications

Let’s Talk About Emotions: the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age

Let’s Talk About Emotions: the Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

Theoretischer Hintergrund

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