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Early language competence, but not general cognitive ability, predicts children's recognition of emotion from facial and vocal cues

URI
https://hdl.handle.net/10497/22146
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Type
Article
Files
 P-8-19-e9118.pdf (1.89 MB)
Citation
Griffiths, S., Goh, S. K. Y., Norbury, C. F., & The SCALES team. (2020). Early language competence, but not general cognitive ability, predicts children's recognition of emotion from facial and vocal cues. Peerj, 8(19). Article e9118. https://doi.org/10.7717/peerj.9118
Author
Griffiths, Sarah
•
Goh, Shaun Kok Yew 
•
Norbury, Courtenay Fraiser
•
The SCALES Team
Abstract
The ability to accurately identify and label emotions in the self and others is crucial for successful social interactions and good mental health. In the current study we tested the longitudinal relationship between early language skills and recognition of facial and vocal emotion cues in a representative UK population cohort with diverse language and cognitive skills (N D369), including a large sample of children that met criteria for Developmental Language Disorder (DLD, N D97). Language skills, but not non-verbal cognitive ability, at age 5-6 predicted emotion recognition at age 10-12. Children that met the criteria for DLDshowed a large deficit in recognition of facial and vocal emotion cues. The results highlight the importance of language in supporting identification of emotions from non-verbal cues. Impairments in emotion identification may be one mechanism by which language disorder in early childhood predisposes children to later adverse social and mental health outcomes.
Keywords
  • Developmental languag...

  • Emotion recognition

  • Language development

  • Facial expression

  • Vocal expression

  • Longitudinal cohort s...

Date Issued
2020
Publisher
PeerJ
Journal
PeerJ
DOI
10.7717/peerj.9118
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