Emotion word comprehension in children aged 4–7 years

Abstract

Despite its importance for furthering social relationships, the development of the emotional lexicon has seldom been studied. Recent research suggests that during childhood, emotion words are acquired less rapidly than concrete words, but more rapidly than abstract words. The present study directly compared the comprehension of emotion words with the comprehension of concrete and abstract words in children aged 4–7 years. Children were shown 48 sets of four pictures and for each set had to point to the picture corresponding to a word that had just been pronounced. Words referred to concrete (16), abstract (16), or emotional (16) concepts. Results showed that concrete words were better understood than either emotion or abstract words, and emotion words were better understood than abstract ones. This finding emphasises the importance of the emotional lexicon in lexical development, and suggests that emotion word comprehension should be enhanced through regular training. This would increase children’s emotional knowledge, improve their communication skills, and promote their socialisation.

Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children

“…We used an extended list of emotions expressed by child actors (previously validated for research, cf. Baron-Cohen, 2002) to extend previous research that primarily focused on variations of the basic emotions (Declercq et al, 2019;Wu et al, 2022).…”

“…Indirect measures rely on parents to report whether their child understands (comprehension, Baron-Cohen et al, 2010;Dale & Fenson, 1996) or uses (production, Ridgeway et al, 1985) an emotion word. Direct measures of children's emotion word comprehension include Alternative Forced Choice (AFC) tasks where children match an emotion word with pre-selected facial expressions (Declercq et al, 2019;Wu et al, 2022) and definition tasks, where children describe what a given emotion word means (Nook et al, 2020). Both AFCs and parental reports may be useful tools to measure emotion word comprehension, as they are easily administered, and allow the creation of developmental age-related norms.…”

Research on Feature Fusion Speech Emotion Recognition Technology for Smart Teaching

“…Ketonen et al [18] proposed a theory of classification of educational goals, which can be classified into categories based on emotions. Christelle et al [19] argue that emotions can be seen as a continuum ordered according to a hierarchy and point out that emotions are not only an interpretation of figurative or abstract matters but also a control of the unconscious. ese studies overcame the inability to practice traditional methods of evaluating affect in teaching and made it possible to have a concrete operational approach to evaluating affect in teaching.…”

What is the actual impact of measuring academic notions of impact?

“…With this in mind, how can we ensure that the articles in this current edition, Volume 37, Issue 2, have tangibly high impact? (See Alegre & Benson, 2019;Alonso & Little, 2019;Declercq, Marle, & Pochon, 2019;Jimeno, 2019;Hemmings, Kay, & Sharp, 2019;Missenden & Campbell, 2019;Wheldall, et al, 2019). While citing is certainly to be encouraged, what is more important is that useful information is actually disseminated to those who can make valuable use of it.…”