Recognition of vocal and facial cues to affect in language-impaired and normally-developing preschoolers

Marlena Creusere, Mary Alt, Elena Plante

Research output: Contribution to journalArticle

17 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)5-20
Number of pages16
JournalJournal of Communication Disorders
Volume37
Issue number1
DOIs
StatePublished - Jan 1 2004

Keywords

  • Affect comprehension
  • Emotion cues
  • Specific language impairment

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Linguistics and Language
  • Cognitive Neuroscience
  • Speech and Hearing
  • LPN and LVN

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