Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage
Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage
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DOI：
10.1080/13682820701507377
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发表时间：
2008-01-01
影响因子：
2.4
通讯作者：
Illig, Tori
中科院分区：
文献类型：
--
作者：
Fujiki, Martin;Spackman, Matthew P.;Illig, Tori
背景：最近的几项研究表明，有语言障碍的儿童在情感理解的各个方面都遇到困难。由于情感理解技能对于成功的社交互动至关重要，因此这些缺陷可能在语言障碍儿童经常遇到的社会问题中发挥作用。目的：为了进一步探讨语言障碍儿童的情感理解技能，本次调查检查了这些儿童理解叙事段落中韵律传达的情感的能力。方法和程序：19 名语言障碍儿童及其年龄匹配的同龄人作为参与者。儿童样本年龄范围为8-10；10岁。这些孩子们会听到演员朗读的七句话叙述，以表达快乐、愤怒、悲伤和恐惧。然后，他们被要求指出说话者所表达的情感。 结果与结果：有语言障碍的儿童在识别段落中表达的情感方面，表现明显比一般同龄人差。情绪之间也存在差异，快乐是最容易识别的情绪，而恐惧是最难识别的。群体和情绪类型之间的交互作用没有统计学意义。结论：结果提供了额外的证据，表明有语言障碍的儿童可能在情绪理解方面存在障碍。如果这些发现得到重复，则应考虑对一些有语言障碍的儿童采取旨在促进情绪理解作为社会交流的一个方面的干预措施。
Background: Several recent studies have indicated that children with language impairment experience difficulty with various aspects of emotion understanding. Because emotion understanding skills are critical to successful social interaction, it is possible that these deficits play a role in the social problems frequently experienced by children with language difficulties.Aims: To explore further the emotion understanding skills of children with language impairment, the investigation examined the ability of these children to understand emotion conveyed by prosody in a narrative passage.Methods & Procedures: Nineteen children with language impairment and their chronological age-matched peers served as participants. Children were sampled from the age range of 8-10;10 years. These children were presented with a seven-sentence narrative read by actors to express happiness, anger, sadness, and fear. They were then asked to indicate what emotion the speaker expressed.Outcomes & Results: Children with language impairment performed significantly more poorly than their typical peers in identifying the emotion expressed in the passage. There were also differences between emotions, with happiness being the easiest emotion to identify and fear the most difficult. The interaction between group and emotion type was not statistically significant.Conclusions: The results provide additional evidence that children with language impairment may have impairments in emotion understanding. If these findings are replicated, interventions designed to facilitate emotion understanding as an aspect of social communication should be considered for some children with language impairment.