Bilingualism and Children's Use of Paralinguistic Cues to Interpret Emotion in Speech

Autor/inn/en	Yow, W. Quin; Markman, Ellen M.
Titel	Bilingualism and Children's Use of Paralinguistic Cues to Interpret Emotion in Speech
Quelle	In: Bilingualism: Language and Cognition, 14 (2011) 4, S. 562-569Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728910000404
Schlagwörter	Forschungsbericht; Cues; Paralinguistics; Monolingualism; Bilingualism; Emotional Response; Preschool Children; Intonation; Affective Behavior; Speech Communication; Language Processing + Suchen Sie Ihr Suchwort? Stichwort; Paralinguistik; Bilingualismus; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Sprachverarbeitung
Abstract	Preschoolers tend to rely on what speakers say rather than how they sound when interpreting a speaker's emotion while adults rely instead on tone of voice. However, children who have a greater need to attend to speakers' communicative requirements, such as bilingual children, may be more adept in using paralinguistic cues (e.g. tone of voice) when interpreting a speaker's affect. We explored whether bilingual children are better able than monolingual children to use paralinguistic cues when interpreting a speaker's emotion. While monolingual and bilingual children were equally capable of identifying emotion using affective information in low-pass filtered speech stimuli (Study 1), bilingual children were better able than monolingual children to use tone of voice when judging emotion in natural speech when content was clear (Study 2). (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10