Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss

Laugen, Nina Jakhelln; Jacobsen, Karl; Rieffe, Carolien; Wichstrøm, Lars

doi:10.1093/deafed/enw069

Cited by 27 publications

(9 citation statements)

References 49 publications

(68 reference statements)

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“…These findings may suggest that deaf children have a delay in emotion recognition in the early years. However, a recent study by Laugen, Jacobsen, Rieffe, and Wichstrøm (2016) found comparable emotion recognition performance in 4-5-year-old hearing and deaf children with mild-severe hearing loss, who may have better auditory access to conversations about emotions. It is possible that some deaf children are disadvantaged in developing emotion recognition abilities because emotion vocalisations, and/or rich exposure to language is important for learning about emotions.…”

Section: Emotion Recognition In Deaf Childrenmentioning

confidence: 91%

The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion

Jones

Gutierrez

Ludlow

2017

Cognition and Emotion

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There is substantial evidence to suggest that deafness is associated with delays in emotion understanding, which has been attributed to delays in language acquisition and opportunities to converse. However, studies addressing the ability to recognise facial expressions of emotion have produced equivocal findings. The two experiments presented here attempt to clarify emotion recognition in deaf children by considering two aspects: the role of motion and the role of intensity in deaf children's emotion recognition. In Study 1, 26 deaf children were compared to 26 age-matched hearing controls on a computerised facial emotion recognition task involving static and dynamic expressions of 6 emotions. Eighteen of the deaf and 18 age-matched hearing controls additionally took part in Study 2, involving the presentation of the same 6 emotions at varying intensities. Study 1 showed that deaf children's emotion recognition was better in the dynamic rather than static condition, whereas the hearing children showed no difference in performance between the two conditions. In Study 2, the deaf children performed no differently from the hearing controls, showing improved recognition rates with increasing rates of intensity. With the exception of disgust, no differences in individual emotions were found. These findings highlight the importance of using ecologically valid stimuli to assess emotion recognition.

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Section: Emotion Recognition In Deaf Childrenmentioning

confidence: 91%

The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion

Jones

Gutierrez

Ludlow

2017

Cognition and Emotion

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“…To date, few articles have been published investigating how hearing aids influence interindividual perception. One test of emotion understanding with a study of 4- to 5-year olds found that hearing-impaired children wearing hearing aids exhibit levels of emotion understanding equivalent to that observed with normal-hearing children ( Laugen, Jacobsen, Rieffe, & Wichstrøm, 2016 ). In contrast, on tests of emotion identification, hearing aid users generally have more difficulty than listeners with normal hearing.…”

Section: Interventionsmentioning

confidence: 99%

Hearing, Emotion, Amplification, Research, and Training Workshop: Current Understanding of Hearing Loss and Emotion Perception and Priorities for Future Research

Picou

Singh²,

Goy

et al. 2018

Trends in Hearing

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The question of how hearing loss and hearing rehabilitation affect patients’ momentary emotional experiences is one that has received little attention but has considerable potential to affect patients’ psychosocial function. This article is a product from the Hearing, Emotion, Amplification, Research, and Training workshop, which was convened to develop a consensus document describing research on emotion perception relevant for hearing research. This article outlines conceptual frameworks for the investigation of emotion in hearing research; available subjective, objective, neurophysiologic, and peripheral physiologic data acquisition research methods; the effects of age and hearing loss on emotion perception; potential rehabilitation strategies; priorities for future research; and implications for clinical audiologic rehabilitation. More broadly, this article aims to increase awareness about emotion perception research in audiology and to stimulate additional research on the topic.

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“…A possible explanation for this may be the easy access to early intervention as well as sign language tuition for parents of DHH children in Norway, which may, in turn, lead to better communication skills about emotions between parents and DHH children. Laugen, Jacobsen, Rieffe, and Wichstrom (2017) found that parents of preschool children with hearing loss were more accurate in estimating their child's emotion understanding than parents of TH children. The parents' more accurate estimation of their children's emotion understanding (Laugen et al, 2017) may have contributed to the higher level of agreement on emotional problems found in this study…”

Section: Discussionmentioning

confidence: 92%

“…Laugen, Jacobsen, Rieffe, and Wichstrom (2017) found that parents of preschool children with hearing loss were more accurate in estimating their child's emotion understanding than parents of TH children. The parents' more accurate estimation of their children's emotion understanding (Laugen et al, 2017) may have contributed to the higher level of agreement on emotional problems found in this study…”

Section: Discussionmentioning

confidence: 92%

Validation of the Strengths and Difficulties Self-Report in Norwegian Sign Language

Aanondsen

Jozefiak

Heiling

et al. 2019

The Journal of Deaf Studies and Deaf Education

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The majority of studies on mental health in deaf and hard-of-hearing (DHH) children report a higher level of mental health problems. Inconsistencies in reports of prevalence of mental health problems have been found to be related to a number of factors such as language skills, cognitive ability, heterogeneous samples as well as validity problems caused by using written measures designed for typically hearing children. This study evaluates the psychometric properties of the self-report version of the Strengths and Difficulties Questionnaire (SDQ) in Norwegian Sign Language (NSL; SDQ-NSL) and in written Norwegian (SDQ-NOR). Forty-nine DHH children completed the SDQ-NSL as well as the SDQ-NOR in randomized order and their parents completed the parent version of the SDQ-NOR and a questionnaire on hearing and language-related information. Internal consistency was examined using Dillon–Goldstein’s rho, test–retest reliability using intraclass correlations, construct validity by confirmatory factor analysis (CFA), and partial least squares structural equation modeling. Internal consistency and test–retest reliability were established as acceptable to good. CFA resulted in a best fit for the proposed five-factor model for both versions, although not all fit indices reached acceptable levels. The reliability and validity of the SDQ-NSL seem promising even though the validation was based on a small sample size.

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Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss

Cited by 27 publications

References 49 publications

The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion

The role of motion and intensity in deaf children’s recognition of real human facial expressions of emotion

Hearing, Emotion, Amplification, Research, and Training Workshop: Current Understanding of Hearing Loss and Emotion Perception and Priorities for Future Research

Validation of the Strengths and Difficulties Self-Report in Norwegian Sign Language

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