Reading habits and emotional vocabulary in adolescents

Dylman, Alexandra S.; Blomqvist, Emilia; Champoux-Larsson, Marie-France

doi:10.1080/01443410.2020.1732874

Cited by 22 publications

(27 citation statements)

References 48 publications

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“…The same effect is also found in the emotions comprehension in preschool ) and primary school (Beck et al, 2012;Kumschick et al, 2014;Lysaker & Tonge, 2013), with a stable effect in follow-up (Ornaghi et al, 2014). Emotional vocabulary is also increasing as a result of reading practice (Dylman et al, 2020;Kumschick et al, 2014;Ornaghi et al, 2014). Parents' socio-emotional discourses evaluated in conversations during and after reading in the family have an impact on children's understanding of the causes of emotions (Schapira & Aram, 2019).…”

Section: Reading and Emotional Knowledgementioning

confidence: 55%

“…Chisholm, Shelton, & Sheffield, 2017). One of these latter studies followed the sample till the last years of high school (Dylman, Blomqvist, & Champoux-Larsson, 2020). 5 studies focused on high school participants (e.g.…”

Section: School-agementioning

confidence: 99%

“…Morgan et al, 2012;Undheim et al, 2011), reading habits (e.g. Dylman et al, 2020;Tabullo, Jimé nez, & Garcí a, 2018) and language skills (e.g. Beck et al, 2012) and their association with emotions.…”

Section: Reading Componentsmentioning

confidence: 99%

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The Association Between Reading and Emotional Development: A Systematic Review

Batini

Luperini

Cei

et al. 2020

JETS

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Reading practice is associated with numerous psychological benefits. However, its influence over individual emotional dimensions has generally been underestimated by research. Only recently has it been recognized across different developmental stages but evidence is still scarce. The aim of this systematic review is to shed light over the association between reading and the several (and sometimes hardly distinguishable) socio-emotional constructs that we have identified in literature: interpersonal skills and prosocial behavior; emotional and behavioral symptoms; emotional regulation and expression; empathy and theory of mind; emotional knowledge and comprehension; and emotional responses. A total of 50 studies were analyzed, including all age groups, various settings, research drawings, and different emotional constructs in order to create a comprehensive view of the association between reading and emotions. Results show that overall reading practice has a positive impact on socio-emotional development, whatever its declination, regardless of age, gender or setting of implementation.

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Section: Reading and Emotional Knowledgementioning

confidence: 55%

Section: School-agementioning

confidence: 99%

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The Association Between Reading and Emotional Development: A Systematic Review

Batini

Luperini

Cei

et al. 2020

JETS

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“…In these cases, underlying vocabulary knowledge might be used to compensate for difficulties in word retrieval (Gordon et al, 2018). A related finding is that reading and writing habits, which are per se linked with vocabulary (Stanovich and Cunningham, 1992;Marulis and Neuman, 2010;Dylman et al, 2020), seem to be associated with VF performance in both cognitively healthy adults (Pawlowski et al, 2012) and patients with AD (Tessaro et al, 2020). In at least non-clinical participants, the effect seems to be even more stronger than education (Pawlowski et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Effects of White Matter Hyperintensities on Verbal Fluency in Healthy Older Adults and MCI/AD

Kaskikallio

Karrasch

Koikkalainen³

et al. 2021

Front. Aging Neurosci.

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BackgroundWhite matter hyperintensities (WMHs) are markers for cerebrovascular pathology, which are frequently seen in patients with mild cognitive impairment (MCI) and Alzheimer’s disease (AD). Verbal fluency is often impaired especially in AD, but little research has been conducted concerning the specific effects of WMH on verbal fluency in MCI and AD.ObjectiveOur aim was to examine the relationship between WMH and verbal fluency in healthy old age and pathological aging (MCI/AD) using quantified MRI data.MethodsMeasures for semantic and phonemic fluency as well as quantified MRI imaging data from a sample of 42 cognitively healthy older adults and 44 patients with MCI/AD (total n = 86) were utilized. Analyses were performed both using the total sample that contained seven left-handed/ambidextrous participants, as well with a sample containing only right-handed participants (n = 79) in order to guard against possible confounding effects regarding language lateralization.ResultsAfter controlling for age and education and adjusting for multiple correction, WMH in the bilateral frontal and parieto-occipital areas as well as the right temporal area were associated with semantic fluency in cognitively healthy and MCI/AD patients but only in the models containing solely right-handed participants.ConclusionThe results indicate that white matter pathology in both frontal and parieto-occipital cerebral areas may have associations with impaired semantic fluency in right-handed older adults. However, elevated levels of WMH do not seem to be associated with cumulative effects on verbal fluency impairment in patients with MCI or AD. Further studies on the subject are needed.

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“…Fernández-Berrocal, Cabello, Castillo and Extremera [ 39 ] believe that gender differences are mediated by age; therefore, we should be cautious when concluding that gender is a determining variable in EI, unless we have thoroughly analyzed the potential interaction with other variables. Dylman et al [ 40 ] found that girls produced more emotion words than boys in the vocabulary emotion task, and this may be connected to the finding that girls generally express their emotions more than boys (e.g., [ 41 ]).…”

Section: Discussionmentioning

confidence: 99%

Validation of the Emotional Literacy Program in Croatian Elementary Schools

Mohorić

Takšić

Pilepić

2021

IJERPH

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Emotional Literacy (EL) is a well-designed, field-tested curriculum that enhances social, emotional, and academic learning. A total of 565 students, 53% female, from 17 elementary schools, participated in the study. Approximately half of the students participated in the eight-week-long EL program, while the other half was in control conditions. Both the experimental and control group fulfilled the same set of trait and ability emotional intelligence measures in three timepoints: pre-, immediately after, and six months after the program. The effect of the EL program was different for girls and boys at different measurement points. Boys placed in experimental group improved their scores at both post-treatment measurements, meaning that they rated themselves and felt more emotionally competent after being a part of the EL program. Emotional understanding improved consistently with time, measured with both the Vocabulary of Emotions Test (VET) and Test of Emotional Understanding (TEU), regardless of the participation in the EL program. The effect of maturation was slightly more visible in girls, and girls had consistently better scores on the VET and TEU tests than boys. The feedback from school psychologists working with children was positive; they agreed that the children responded well to the activities and willingly participated.

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Reading habits and emotional vocabulary in adolescents

Cited by 22 publications

References 48 publications

The Association Between Reading and Emotional Development: A Systematic Review

The Association Between Reading and Emotional Development: A Systematic Review

Effects of White Matter Hyperintensities on Verbal Fluency in Healthy Older Adults and MCI/AD

Validation of the Emotional Literacy Program in Croatian Elementary Schools

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