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Associations between vocal emotion recognition and socio-emotional adjustment in children
The human voice is a primary channel for emotional communication. It is often presumed that being able to recognize vocal emotions is important for everyday socio-emotional functioning, but evidence for this assumption remains scarce. Here, we examined relationships between vocal emotion recognition...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
The Royal Society
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8595998/ https://www.ncbi.nlm.nih.gov/pubmed/34804582 http://dx.doi.org/10.1098/rsos.211412 |
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author | Neves, Leonor Martins, Marta Correia, Ana Isabel Castro, São Luís Lima, César F. |
author_facet | Neves, Leonor Martins, Marta Correia, Ana Isabel Castro, São Luís Lima, César F. |
author_sort | Neves, Leonor |
collection | PubMed |
description | The human voice is a primary channel for emotional communication. It is often presumed that being able to recognize vocal emotions is important for everyday socio-emotional functioning, but evidence for this assumption remains scarce. Here, we examined relationships between vocal emotion recognition and socio-emotional adjustment in children. The sample included 141 6- to 8-year-old children, and the emotion tasks required them to categorize five emotions (anger, disgust, fear, happiness, sadness, plus neutrality), as conveyed by two types of vocal emotional cues: speech prosody and non-verbal vocalizations such as laughter. Socio-emotional adjustment was evaluated by the children's teachers using a multidimensional questionnaire of self-regulation and social behaviour. Based on frequentist and Bayesian analyses, we found that, for speech prosody, higher emotion recognition related to better general socio-emotional adjustment. This association remained significant even when the children's cognitive ability, age, sex and parental education were held constant. Follow-up analyses indicated that higher emotional prosody recognition was more robustly related to the socio-emotional dimensions of prosocial behaviour and cognitive and behavioural self-regulation. For emotion recognition in non-verbal vocalizations, no associations with socio-emotional adjustment were found. A similar null result was obtained for an additional task focused on facial emotion recognition. Overall, these results support the close link between children's emotional prosody recognition skills and their everyday social behaviour. |
format | Online Article Text |
id | pubmed-8595998 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | The Royal Society |
record_format | MEDLINE/PubMed |
spelling | pubmed-85959982021-11-19 Associations between vocal emotion recognition and socio-emotional adjustment in children Neves, Leonor Martins, Marta Correia, Ana Isabel Castro, São Luís Lima, César F. R Soc Open Sci Psychology and Cognitive Neuroscience The human voice is a primary channel for emotional communication. It is often presumed that being able to recognize vocal emotions is important for everyday socio-emotional functioning, but evidence for this assumption remains scarce. Here, we examined relationships between vocal emotion recognition and socio-emotional adjustment in children. The sample included 141 6- to 8-year-old children, and the emotion tasks required them to categorize five emotions (anger, disgust, fear, happiness, sadness, plus neutrality), as conveyed by two types of vocal emotional cues: speech prosody and non-verbal vocalizations such as laughter. Socio-emotional adjustment was evaluated by the children's teachers using a multidimensional questionnaire of self-regulation and social behaviour. Based on frequentist and Bayesian analyses, we found that, for speech prosody, higher emotion recognition related to better general socio-emotional adjustment. This association remained significant even when the children's cognitive ability, age, sex and parental education were held constant. Follow-up analyses indicated that higher emotional prosody recognition was more robustly related to the socio-emotional dimensions of prosocial behaviour and cognitive and behavioural self-regulation. For emotion recognition in non-verbal vocalizations, no associations with socio-emotional adjustment were found. A similar null result was obtained for an additional task focused on facial emotion recognition. Overall, these results support the close link between children's emotional prosody recognition skills and their everyday social behaviour. The Royal Society 2021-11-17 /pmc/articles/PMC8595998/ /pubmed/34804582 http://dx.doi.org/10.1098/rsos.211412 Text en © 2021 The Authors. https://creativecommons.org/licenses/by/4.0/Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, provided the original author and source are credited. |
spellingShingle | Psychology and Cognitive Neuroscience Neves, Leonor Martins, Marta Correia, Ana Isabel Castro, São Luís Lima, César F. Associations between vocal emotion recognition and socio-emotional adjustment in children |
title | Associations between vocal emotion recognition and socio-emotional adjustment in children |
title_full | Associations between vocal emotion recognition and socio-emotional adjustment in children |
title_fullStr | Associations between vocal emotion recognition and socio-emotional adjustment in children |
title_full_unstemmed | Associations between vocal emotion recognition and socio-emotional adjustment in children |
title_short | Associations between vocal emotion recognition and socio-emotional adjustment in children |
title_sort | associations between vocal emotion recognition and socio-emotional adjustment in children |
topic | Psychology and Cognitive Neuroscience |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8595998/ https://www.ncbi.nlm.nih.gov/pubmed/34804582 http://dx.doi.org/10.1098/rsos.211412 |
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