Recognition of Vocal and Facial Cues to Affect in Language-Impaired and Normally-Developing Preschoolers

Autor/inn/en	Creusere, Marlena; Alt, Mary; Plante, Elena
Titel	Recognition of Vocal and Facial Cues to Affect in Language-Impaired and Normally-Developing Preschoolers
Quelle	In: Journal of Communication Disorders, 37 (2004) 1, S.5-20 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9924
DOI	10.1016/S0021-9924(03)00036-4
Schlagwörter	Cues; Nonverbal Communication; Language Impairments; Recognition (Psychology); Preschool Children; Paralinguistics; Articulation (Speech); Association (Psychology); Emotional Response; Affective Behavior + Suchen Sie Ihr Suchwort? Stichwort; Non-verbal communication; Nonverbale Kommunikation; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Recognition; Wiedererkennen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Paralinguistik; Assoziation; Emotionales Verhalten; Affective disturbance; Active behaviour; Affektive Störung
Abstract	The current study was designed to investigate whether reported [J. Learn. Disabil. 31 (1998) 286; J. Psycholinguist. Res. 22 (1993) 445] difficulties in language-impaired children's ability to identify vocal and facial cues to emotion could be explained at least partially by nonparalinguistic factors. Children with specific language impairment (SLI) and control participants received an affect discrimination task, which consisted of the following cue situations: (1) facial expression and unfiltered speech; (2) lowpass-filtered speech only; (3) facial expression only; and (4) facial expression and filtered speech. The results of the study indicated that impaired and nonimpaired group performance differed only for the items including facial expression and nonfiltered speech. Developmental and investigative implications of this finding are addressed. Learning outcomes: As a result of this activity, the participant will be able to summarize the findings from existing research on affect comprehension in children with language impairments (LI). As a result of this activity, the participant will be able to discuss ways in which language impairment and difficulties in understanding emotion cues are associated and propose how these associations might influence social interactions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10