Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-24T09:18:13.009Z Has data issue: false hasContentIssue false
  • English
  • Français

Facial emotion labeling in language impaired children

Published online by Cambridge University Press:  07 April 2011

MARYSE DELAUNAY-EL ALLAM ,
MICHÈLE GUIDETTI ,
YVES CHAIX  and
JUDY REILLY
MARYSE DELAUNAY-EL ALLAM*
Affiliation:
Université de Caen Basse Normandie
MICHÈLE GUIDETTI
Affiliation:
Université de Toulouse
YVES CHAIX
Affiliation:
Hôpital des Enfants (Purpan), INSERM
JUDY REILLY
Affiliation:
San Diego State University
*
ADDRESS FOR CORRESPONDENCE Maryse Delaunay-El Allam, Université de Caen Basse Normandie, PALM, Maison de la Recherche et des Sciences Humaines, Esplanade de la paix, 14 032 Caen Cedex, France. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The few studies that have investigated emotion labeling in children with specific language impairment (SLI) have generally focused on global identification performances and appear contradictory. The current study is a fine-grained examination of how children with SLI and typical peers differ in the accuracy of their emotional lexicon use. Children underwent a free labeling task of five basic emotions expressed by still face photographs. Results revealed that children with SLI were less accurate in their label use than typical children. However, pattern of confusions between the two groups differed only by a confusion between sadness and anger displayed by the SLI group. It is argued that this emotion labeling deficiency may rely on semantic fields overlap.

Type
Articles
Information
Applied Psycholinguistics , Volume 32 , Issue 4 , October 2011 , pp. 781 - 798
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

American Psychiatric Association. (2000). Diagnosis and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.Google Scholar
Boraston, Z., Blakemore, S. J., Chilvers, R., & Skuse, D. (2007). Impaired sadness recognition is linked to social interaction deficit in autism. Neuropsychologia, 45, 1501–1510.CrossRefGoogle ScholarPubMed
Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching & Therapy, 16, 105–120.CrossRefGoogle Scholar
Brackenbury, T., & Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language Speech & Hearing Services in Schools, 36, 5–16.Google Scholar
Brinton, B., Fujiki, M., & Higbee, L. M. (1998). Participation in cooperative learning activities by children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1193–1206.CrossRefGoogle Scholar
Brinton, B., Fujiki, M., Spencer, J. C., & Robinson, L. A. (1997). The ability of the children with specific language impairment to access and participate in an ongoing interaction. Journal of Speech, Language, and Hearing Research, 40, 1011–1025.Google Scholar
Brinton, B., Spackman, M. S., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations. Journal of Speech, Language, and Hearing Research, 50, 798–811.CrossRefGoogle ScholarPubMed
Capone, N., & McGregor, K. K. (2004). Gesture development: A review for clinical research practices. Journal of Speech, Language, and Hearing Research, 47, 173–186.CrossRefGoogle Scholar
Capone, N., & McGregor, K. K. (2005). The effect of semantic representation on toddlers’ word retrieval. Journal of Speech, Language, and Hearing Research, 48, 1468–1480.CrossRefGoogle ScholarPubMed
Celani, G., Battachi, M. W., & Arcidiacono, L. (1999). The understanding of the emotional meaning of facial expressions in people with autism. Journal of Autism and Developmental Disorders, 29, 57–66.CrossRefGoogle ScholarPubMed
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.Google Scholar
Conti-Ramsden, G., & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language and Hearing Research, 42, 1195–1204.Google Scholar
Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research, 47, 145–161.CrossRefGoogle Scholar
Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1298–1313.CrossRefGoogle ScholarPubMed
Creusere, M., Alt, M., & Plante, E. (2004). Recognition of vocal and facial cues to affect in language-impaired and normally-developing preschoolers. Journal of Communicative Disorders, 37, 5–20.Google Scholar
Dimitrovsky, L., Spector, H., Levy-Shiff, R., & Vakil, E. (1998). Interpretation of facial expressions of affect in children with learning disabilities with verbal or nonverbal deficits. Journal of Learning Disabilities, 31, 286–292.CrossRefGoogle ScholarPubMed
Durand, K., Gallay, M., Seigneuric, A., Robichon, F., & Baudouin, J. Y. (2007). The development of facial emotion recognition: The role of configural information. Journal of Experimental Child Psychology, 97, 14–27.Google Scholar
Ekman, P., Friesen, W. V., & Hager, J. C. (2002). Facial Action Coding System. Salt Lake City, UT: Research Nexus.Google Scholar
Ford, J. A., & Milosky, L. M. (2003). Inferring emotional reactions in social situations: Differences in children with language impairment. Journal of Speech, Language, and Hearing Research, 46, 21–30.Google Scholar
Fried-Oken, M. (1987). Qualitative examination of children's naming skills through test adaptations. Language, Speech, and Hearing Services in Schools, 18, 206–216.CrossRefGoogle Scholar
Fujiki, M., Brinton, B., Morgan, M., & Hart, C. H. (1999). Withdrawn and sociable behavior of children with language impairment. Language, Speech, and Hearing Services in Schools, 30, 183–195.Google Scholar
Fujiki, M., Spackman, M. P., Brinton, B., & Illig, T. (2008). Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage. International Journal of Language and Communication Disorders, 43, 330–345.CrossRefGoogle Scholar
Gosselin, P. (1995). Le développement de la reconnaissance des expressions faciales des émotions chez l'enfant. [The development of facial emotion expressions recognition in children]. Revue Canadienne des Sciences du Comportement, 27, 107–119.Google Scholar
Gosselin, P. (2005). Le décodage de l'expression faciale des émotions au cours de l'enfance [Facial emotional expression decoding during childhood]. Canadian Psychology, 46, 126–138.Google Scholar
Gosselin, P., & Kirouac, G. (1995). Le décodage de prototypes émotionnels faciaux [Facial emotional prototypes decoding]. Revue Canadienne de Psychologie Experimentale, 49, 313–329.Google Scholar
Gosselin, P., & Simard, J. (1999). Children's knowledge of facial expressions of emotions: Distinguishing fear and surprise. Journal of Genetic Psychology, 160, 181–193.CrossRefGoogle Scholar
Guidetti, M., & Nicoladis, E. (2008). Introduction to special issue: Gestures and communicative development. First Language, 28, 107–115.Google Scholar
Gullberg, M., De Boot, K. & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8, 149–179.Google Scholar
Herba, C. M., Landau, S., Russell, T., Ecker, C., & Phillips, M. L. (2006). The development of emotion-processing in children: Effects of age, emotion, and intensity. Journal of Child Psychology and Psychiatry, 47, 1098–1106.CrossRefGoogle ScholarPubMed
Holder, H. B., & Kirkpatrick, S. W. (1991). Interpretations of emotion from facial expressions in children with and without learning disabilities. Journal of Learning Disabilities, 24, 170–177.Google Scholar
Horowitz, L., Westlund, K., & Ljungberg, T. (2007). Aggression and withdrawal related behavior within conflict management progression in preschool boys with language impairment. Child Psychiatry and Human Development, 38, 237–253.CrossRefGoogle ScholarPubMed
Kail, R., Hale, C. A., Leonard, L. B., & Nippold, M. A. (1984). Lexical storage and retrieval in language-impaired children. Applied Psycholinguistics, 5, 37–49.Google Scholar
Kasari, C., Freeman, S. F., & Hughes, M. A. (2001). Emotion recognition by children with Down syndrome. American Journal of Mental Retardation, 106, 87–100.Google Scholar
Katz, W., Curtis, S., & Tallal, P. (1992). Rapid automatized naming and gesture by normal and language impaired children. Brain and Language, 43, 623–641.Google Scholar
Korkman, M., & Häkkinnen-Rihu, P. (1994). A new classification of developmental language disorders. Brain and Language, 47, 96–116.Google Scholar
Lacroix, A., Guidetti, M., Rogé, B., & Reilly, J. (2009). Recognition of emotional and nonemotional facial expressions: A comparison between Williams syndrome and autism. Research in Developmental Disabilities, 30, 976–985.CrossRefGoogle ScholarPubMed
Lahey, M., & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech, Language, and Hearing Research, 39, 1081–1098.Google Scholar
Lahey, M., & Edwards, J. (1999). Naming errors of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 195–205.CrossRefGoogle ScholarPubMed
Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.Google ScholarPubMed
Liiva, C., & Cleave, P. (2005). Roles of initiation and responsiveness in access and participation for children with specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 868–883.Google Scholar
McCabe, P. C., & Meller, P. J. (2004). The relationship between language and social competence: How language impairment affects socials growth. Psychology in the Schools, 41, 313–321.Google Scholar
McGregor, K. (1997). The nature of word-finding errors of preschoolers with and without word-finding deficits. Journal of Speech and Hearing Research, 40, 1232–1244.Google Scholar
McGregor, K., & Apple, A. (2002). On the relation between mental representation and naming in a child with specific language impairment. Clinical Linguistics and Phonetics, 16, 1–20.CrossRefGoogle Scholar
McGregor, K., Friedman, R. M., Reilly, R., & Newman, R. M. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research, 45, 332–346.Google Scholar
McGregor, K., & Leonard, L. B. (1989). Facilitating word-finding skills of language-impaired children. Journal of Speech and Hearing Disorders, 54, 141–147.Google Scholar
McGregor, K., Newman, R. M., Reilly, R., & Capone, N. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.Google Scholar
McGregor, K., & Waxman, S. R. (1998). Object naming at multiple hierarchical levels: A comparison of preschoolers with and without word-finding deficits. Journal of Child Language, 25, 419–430.Google Scholar
McNeil, N. M., Alibali, M. W., & Evans, J. (2000). The role of gesture in children's comprehension of spoken language: Now they need it, now they don't. Journal of Nonverbal Behavior, 24, 131–149.Google Scholar
Nabuzoka, D., & Smith, P. K. (1995). Identification of expressions of emotions by children with and without learning disabilities. Learning Disabilities Research and Practice, 10, 91–101.Google Scholar
Rapin, I., & Allen, D. (1988). Syndrome in developmental dysphasia and adult aphasia. In Plum, F. (Ed.), Language, communication and the brain. New York: Raven Press.Google Scholar
Reilly, J., & Stiles, J. (2006). SANAFE. Unpublished manuscript.Google Scholar
Rice, M., Oetting, J., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106–122.CrossRefGoogle ScholarPubMed
Russell, J. A., & Bullock, M. (1985). Multidimentional scaling of emotional facial expressions: Similarities from preschoolers to adults. Journal of Personality and Social Psychology, 48, 1290–1298.Google Scholar
Russell, J. A., & Widen, S. C. (2002). A label superiority effect in children's categorization of facial expressions. Social Development, 11, 30–52.Google Scholar
Spackman, M. S., Fujiki, M., & Brinton, B. (2006). Understanding emotions in context: The effects of language impairment on children's ability to infer emotional reactions. International Journal of Language and Communication Disorders, 41, 173–188.Google Scholar
Spackman, M. S., Fujiki, M., Brinton, B., Nelson, D., & Allen, J. (2006). The ability of children with language impairment to recognize emotion conveyed by facial expression and music. Communication Disorders Quarterly, 26, 131–143.Google Scholar
Tallal, P., Dukette, D., & Curtis, S. (1989). Behavioral/emotional profiles of preschool language-impaired children. Development and Psychopathology, 1, 51–67.Google Scholar
Timler, G. R. (2003). Reading emotion cues: Social communication difficulties in pediatric populations. Seminars in Speech and Language, 24, 121–130.Google Scholar
Timler, G. R. (2008). Social knowledge in children with language impairments: Examination of strategies, predicted consequences, and goals in peer conflict situations. Clinical Linguistics and Phonetics, 22, 741–763.Google Scholar
Trauner, D. A., Ballantyne, A., Chase, C., & Tallal, P. (1994). Comprehension and expression of affect in language impaired children. Journal of Psycholinguistic Research, 22, 445–452.Google Scholar
Van Weerdenburg, M., Verhoeven, L., & Van Balkom, H. (2006). Towards a typology of specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 47, 176–189.Google Scholar
Vicari, S., Reilly, J. S., Pasqualetti, P., Vizzotto, A., & Caltagirone, C. (2000). Recognition of facial expressions of emotions in school-age children: The intersection of perceptual and semantic categories. Acta Paediatrica, 89, 836–845.Google Scholar
Watkins, R., Kelly, D., Harbers, H., & Hollis, W. (1995). Measuring childrens’ lexical diversity differentiating typical and impaired language learners. Journal of Speech, Language, and Hearing Research, 28, 1348–1355.Google Scholar
Watkins, R., Rice, M. L., & Moltz, C. (1993). Verb use by language-impaired and normally developing children. First Language, 13, 133–143.Google Scholar
Widen, S. C., & Russel, J. A. (2003). A closer look at preschoolers’ freely produced labels for facial expressions. Developmental Psychology, 39, 114–128.Google Scholar
Widen, S. C., & Russel, J. A. (2008). Children acquire emotion categories gradually. Cognitive Development, 23, 291–312.Google Scholar