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In:Atypical Language Development in Romance Languages
Edited by Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raúl López-Penadés, Victor A. Sanchez-Azanza and Daniel Adrover-Roig
[Not in series 223] 2019
► pp. 169–184

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Emotion recognition skills in children with hearing loss

What is the role of language?

 | Universitat de Girona
 | Universitat de Girona
 | Universitat de Girona
 | City, University of London
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 11 June 2019
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https://doi.org/10.1075/z.223.10sid
Previous studies have found a deficit in emotion recognition skills in children with hearing loss linked to their linguistic development. Our aim is to explore how different linguistic-communicative skills influence the capacity to recognise emotions from faces, at different developmental points, in children with and without hearing loss. We administered language measures and a task of emotion recognition (ER) to 166 children (75 with hearing loss). Results show that ER was linked to various linguistic-communicative skills in children with hearing loss, whereas fewer connections existed in hearing children. As these relations varied with age, we discuss how the importance of the different linguistic and communicative skills for ER varies throughout development and as a function of hearing status.
Article outline
  • Introduction
    • Deficits in emotion recognition in children with hearing loss
    • Language and emotion recognition in children with hearing loss
  • Methodology
    • Participants
    • Materials
    • Procedure
  • Results
    • Descriptive statistics
    • Correlations between emotion recognition and language
    • Predictors of emotion recognition
  • Discussion
  • Acknowledgements
  • References
References (34)
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