An investigation into the emotion situation knowledge of early primary school-aged children with language impairment and the impact on their peer relations

References

• Andres-Roqueta, C., J. E. Adrian, R. A. Clemente, and L. Villanueva. 2016. “Social Cognition Makes an Independent Contribution to Peer Relations in Children with Specific Language Impairment.” Research in Developmental Disabilities 49-50: 277–290. doi:10.1016/j.ridd.2015.12.015.
   PubMed Web of Science ®Google Scholar
• Bakopoulou, I., and J. E. Dockrell. 2016. “The Role of Social Cognition and Prosocial Behaviour in Relation to the Socio-Emotional Functioning of Primary Aged Children with Specific Language Impairment.” Research in Developmental Disabilities 49-50: 354–370. doi:10.1016/j.ridd.2015.12.013.
   PubMed Web of Science ®Google Scholar
• Bauminger, N., H.S Edelsztein, and J. Morash. 2005. “Social Information Processing and Emotional Understanding in Children with LD.” Journal of Learning Disabilities 38 (1): 45–61. doi:10.1177/00222194050380010401.
   PubMed Web of Science ®Google Scholar
• Botting, N., and C. Adams. 2005. “Semantic and Inferencing Abilities in Children with Communication Disorders.” International Journal of Language & Communication Disorders 40: 49–66. doi:10.1080/13682820410001723390.
   PubMed Web of Science ®Google Scholar
• Brinton, B., and M. Fujiki. 2011. “Emotion Talk.” Topics in Language Disorders 31 (3): 262–272. doi:10.1097/tld.0b013e318227bcaa.
   Web of Science ®Google Scholar
• Brinton, B., M. Fujiki, E. C. Montague, and J. L. Hanton. 2000. “Children with Language Impairment in Cooperative Work Groups: A Pilot Study.” Language, Speech, and Hearing Services in Schools 31 (3): 252–264. doi:10.1044/0161-1461.3103.252.
   PubMed Web of Science ®Google Scholar
• Brinton, B., M. P. Spackman, M. Fujiki, and J. Ricks. 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: JSLHR 50 (3): 798–811. doi:10.1044/1092-4388(2007/055).
   PubMed Web of Science ®Google Scholar
• Chang, M.L. 2020. “Emotion Display Rules, Emotion Regulation, and Teacher Burnout.” Frontiers in Education 5: 90–100. doi:10.3389/feduc.2020.00090.
   Google Scholar
• Collett, J. L., and E. Childs. 2011. “Minding the Gap: Meaning, Affect, and the Potential Shortcomings of Vignettes.” Social Science Research 40 (2): 513–522. doi:10.1016/j.ssresearch.2010.08.008.
   Web of Science ®Google Scholar
• Conte, E., V. Ornaghi, I. Grazzani, A. Pepe, and V. Valeria Cavioni. 2019. “Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model.” Frontiers in Psychology 10: 1–11. doi:10.3389/fpsyg.2019.02144.
   PubMed Web of Science ®Google Scholar
• Creusere, M., M. Alt, and E. Plante. 2004. “Recognition of Vocal and Facial Cues to Affect in Language-Impaired and Normally Developing Preschoolers.” Journal of Communication Disorders 37 (1): 5–20. doi:10.1016/S0021-9924(03)00036-4.
   PubMed Web of Science ®Google Scholar
• Denham, S. A., H.H Bassett, and T. Wyatt. 2015. “The Socialization of Emotional Competence.” In Handbook of Socialization: Theory and Research, edited by J. E. Grusec and P. D. Hastings, 590–614. New York, N.Y: Guilford.
   Google Scholar
• Durkin, K., and G. Conti-Ramsden. 2007. “Language, Social Behavior, and the Quality of Friendships in Adolescents with and Without a History of Specific Language Impairment.” Child Development 78 (5): 1441–1457. doi:10.1111/j.1467-8624.2007.01076.x.
   PubMed Web of Science ®Google Scholar
• Fine, S. E., C. E. Izard, and C. J. Trentacosta. 2006. “Emotion Situation Knowledge in Elementary School: Models of Longitudinal Growth and Preschool Correlates.” Social Development 15 (4): 730–751. doi:10.1111/j.1467-9507.2006.00367.x.
   Web of Science ®Google Scholar
• Ford, J. A., and L. M. Milosky. 2003. “Inferring Emotional Reactions in Social Situations.” Journal of Speech, Language, and Hearing Research 46 (1): 21–30. doi:10.1044/1092-4388(2003/002).
   PubMed Web of Science ®Google Scholar
• Ford, J. A., and L. M. Milosky. 2008. “Inference Generation During Discourse and Its Relation to Social Competence: An Online Investigation of Abilities of Children with and Without Language Impairment.” Journal of Speech, Language, and Hearing Research 51 (2): 367–380. doi:10.1044/1092-4388(2008/027).
   PubMed Web of Science ®Google Scholar
• Fredrickson, B. L. 2001. “The Role of Positive Emotions in Positive Psychology. The Broaden-And-Build Theory of Positive Emotions.” The American Psychologist 56 (3): 218–226. doi:10.1037/0003-066X.56.3.218.
   PubMed Web of Science ®Google Scholar
• Fujiki, M., M. P. Spackman, B. Brinton, and T. Illig. 2008. “Ability of Children with Language Impairment to Understand Emotion Conveyed by Prosody in a Narrative Passage.” International Journal of Language & Communication Disorders 43 (3): 330–345. doi:10.1080/13682820701507377.
   PubMed Web of Science ®Google Scholar
• Garner, P. W., D. C. Jones, and J. L. Miner. 1994. “Social Competence Among Low-Income Preschoolers: Emotion Socialization Practices and Social Cognitive Correlates.” Child Development 65 (2): 622–637. doi:10.2307/1131405.
   PubMed Web of Science ®Google Scholar
• Garner, P. W., and B. Waajid. 2008. “The Associations of Emotion Knowledge and Teacher–Child Relationships to Preschool Children’s School-Related Developmental Competence.” Journal of Applied Developmental Psychology 29 (2): 89–100. doi:10.1016/j.appdev.2007.12.001.
   Web of Science ®Google Scholar
• Garner, P. W., and B. Waajid. 2012. “Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence.” Journal of Psychoeducational Assessment 30 (4): 330–343. doi:10.1177/0734282912449441.
   Web of Science ®Google Scholar
• Grosse, G., B. Streubel, C. Gunzenhauser, and H. Saalbach. 2021. “Let’s Talk About Emotions: The Development of Children’s Emotion Vocabulary from 4 to 11 Years of Age.” Affective Science 2: 150–162. doi:10.1007/s42761-021-00040-2.
   PubMedGoogle Scholar
• Guralnick, M. J., M. A. Hammond, and R. T. Connor. 2003. “Subtypes of Nonsocial Play: Comparisons Between Young Children with and Without Developmental Delays.” American Journal on Mental Retardation 108 (5): 347–362. doi:10.1352/0895-8017(2003)108<347:SONPCB>2.0.CO;2.
   PubMedGoogle Scholar
• Hammill, D. D., and B. R. Bryant. 2005. Detroit Tests of Learning Aptitude-Primary. 3rd ed. Austin, TX: Pro-ed.
   Google Scholar
• Hassan, E. S. 2006. “Recall Bias Can Be a Threat to Retrospective and Prospective Research Designs.” The Internet Journal of Epidemiology 3 (2): 4–11. doi:10.5580/2732.
   Google Scholar
• Heinze, J. E., A. L. Miller, R. Seifer, S. Dickstein, and R. L. Locke. 2014. “Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low-Income Preschoolers.” Social Development 24 (2): 240–265. doi:10.1111/sode.12083.
   Web of Science ®Google Scholar
• Horowitz, L., L. Jansson, T. Ljungberg, and M. Hedenbro. 2005. “Behavioural Patterns of Conflict Resolution Strategies in Preschool Boys with Language Impairment in Comparison with Boys with Typical Language Development.” International Journal of Language & Communication Disorders 40 (4): 431–454. doi:10.1080/13682820500071484.
   PubMed Web of Science ®Google Scholar
• Izard, C., S. Fine, D. Schultz, A. Mostow, B. Ackerman, and E. Youngstrom. 2001. “Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk.” Psychological Science 12 (1): 18–23. doi:10.1111/1467-9280.00304.
   PubMed Web of Science ®Google Scholar
• Kårstad, S. B., L. Wichstrøm, T. Reinfjell, J. Belsky, and T. S. Berg‐nielsen. 2015. “What Enhances the Development of Emotion Understanding in Young Children? A Longitudinal Study of Interpersonal Predictors.” The British Journal of Developmental Psychology 33 (3): 340–354. doi:10.1111/bjdp.12095.
   PubMed Web of Science ®Google Scholar
• Lloyd-Esenkaya, V, A. J. Russell, and M. C. St Clair. 2020. “What are the Peer Interaction Strengths and Difficulties in Children with Developmental Language Disorder? A Systematic Review.” International Journal of Environmental Research and Public Health 17 (9): 3140. doi:10.3390/ijerph17093140.
   PubMed Web of Science ®Google Scholar
• Marton, K., B. Abramoff, and S. Rosenzweig. 2005. “Social Cognition and Language in Children with Specific Language Impairment (SLI).” Journal of Communication Disorders 38 (2): 143–162. doi:10.1016/j.jcomdis.2004.06.003.
   PubMed Web of Science ®Google Scholar
• McCabe, P. C. 2005. “Social and Behavioral Correlates of Preschoolers with Specific Language Impairment.” Psychology in the Schools 42 (4): 373–387. doi:10.1002/pits.20064.
   Web of Science ®Google Scholar
• McCabe, P. C., and P. J. Meller. 2004. “The Relationship Between Language and Social Competence: How Language Impairment Affects Social Growth.” Psychology in the Schools 41 (3): 313–321. doi:10.1002/pits.10161.
   Web of Science ®Google Scholar
• Ogren, M., and S. P. Johnson. 2021. “Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences.” Human Development 64 (3): 108–118. doi:10.1159/000511628.
   PubMed Web of Science ®Google Scholar
• Pons, F., P. L. Harris, and M. de Rosnay. 2004. “Emotion Comprehension Between 3 and 11 Years: Developmental Periods and Hierarchical Organization.” The European Journal of Developmental Psychology 1 (2): 127–152. doi:10.1080/17405620344000022.
   Web of Science ®Google Scholar
• Poulou, M. 2019. “Emotion Knowledge and Social and Emotional Competence: A Preliminary Study of Preschool and First-Grade Greek Students.” Hellenic Journal of Psychology 16: 22–42. doi:10.26262/hjp.v16i1.7889.
   Google Scholar
• Rieffe, C, and C. H. Wiefferink. 2017. “Happy Faces, Sad Faces: Emotion Understanding in Toddlers and Preschoolers with Language Impairments.” Research in Developmental Disabilities 62: 40–49. doi:10.1016/j.ridd.2016.12.018.
   PubMed Web of Science ®Google Scholar
• Sette, S., T. L. Spinrad, and E. Baumgartner. 2016. “The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability.” International Journal of Behavioral Development 41 (4): 532–541. doi:10.1177/0165025416645667.
   PubMed Web of Science ®Google Scholar
• Siedlecka, E., and T. F. Denson. 2019. “Experimental Methods for Inducing Basic Emotions: A Qualitative Review.” Emotion Review 11 (1): 87–97. doi:10.1177/1754073917749016.
   Web of Science ®Google Scholar
• Smith, J. P., D. J. Glass, and G. Fireman. 2015. “The Understanding and Experience of Mixed Emotions in 3–5-Year-Old Children.” The Journal of Genetic Psychology 176 (2): 65–81. doi:10.1080/00221325.2014.1002750.
   PubMed Web of Science ®Google Scholar
• Spackman, M. P., M. Fujiki, and B. Brinton. 2006. “Understanding Emotions in Context: The Effects of Language Impairment on Children’s Ability to Infer Emotional Reactions.” International Journal of Language & Communication Disorders 41 (2): 173–188. doi:10.1080/13682820500224091.
   PubMed Web of Science ®Google Scholar
• Spackman, M. P., M. Fujiki, B. Brinton, D. Nelson, and J. Allen. 2005. “The Ability of Children with Language Impairment to Recognize Emotion Conveyed by Facial Expression and Music.” Communication Disorders Quarterly 26 (3): 131–143. doi:10.1177/15257401050260030201.
   Google Scholar
• Tenenbaum, H. R., L. Alfieri, P. J. Brooks, and G. Dunne. 2008. “The Effects of Explanatory Conversations on Children’s Emotion Understanding.” The British Journal of Developmental Psychology 26 (2): 249–263. doi:10.1348/026151007x231057.
   Google Scholar
• Toblin, B. J., X. Zhang, A. Weiss, H. Catts, and S. E. Weismer. 2004. “Dimensions of Individual Differences in Communication Skills Among Primary Grade Children.” In Developmental Language Disorders: From Phenotypes to Etiologies, edited by M. L. Rice and S. F. Warren, 53–76. Mahwah, NJ: Erlbaum.
   Google Scholar
• Tzouriadou, M., E. Anagnostopoulou, E. Toutountzi, and M. Psoinou. 2008. “Detroit test,” Detroit Test of Learning Aptitude (DTLA, DTLA-P: 3, DTLA-4). Thessaloniki: Aristotle University of Thessaloniki, Ministry of Greek Education (in Greek).
   Google Scholar
• Tzouriadou, M., G. Barbas, C. Vouyoukas, and E. Anagnostopoulou. 2013. “The Relationship Between Language and Social Competence in High-Risk Preschoolers.” Advances in Mental Health and Intellectual Disabilities 7 (4): 232–244. doi:10.1108/amhid-03-2013-0019.
   Google Scholar
• Zajdel, R. T., J. M. Bloom, G. Fireman, and J. T. Larsen. 2013. “Children’s Understanding and Experience of Mixed Emotions: The Roles of Age, Gender, and Empathy.” The Journal of Genetic Psychology 174 (5–6): 582–603. doi:10.1080/00221325.2012.732125.
   PubMed Web of Science ®Google Scholar