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Children's recognition of emotions from vocal cues

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Children's recognition of emotions from vocal cues. / Sauter, Disa A; Panattoni, Charlotte; Happé, Francesca.

In: British Journal of Developmental Psychology, Vol. 31, No. 1, 03.2013, p. 97-113.

Research output: Contribution to journalArticle

Harvard

Sauter, DA, Panattoni, C & Happé, F 2013, 'Children's recognition of emotions from vocal cues', British Journal of Developmental Psychology, vol. 31, no. 1, pp. 97-113. https://doi.org/10.1111/j.2044-835X.2012.02081.x

APA

Sauter, D. A., Panattoni, C., & Happé, F. (2013). Children's recognition of emotions from vocal cues. British Journal of Developmental Psychology, 31(1), 97-113. https://doi.org/10.1111/j.2044-835X.2012.02081.x

Vancouver

Sauter DA, Panattoni C, Happé F. Children's recognition of emotions from vocal cues. British Journal of Developmental Psychology. 2013 Mar;31(1):97-113. https://doi.org/10.1111/j.2044-835X.2012.02081.x

Author

Sauter, Disa A ; Panattoni, Charlotte ; Happé, Francesca. / Children's recognition of emotions from vocal cues. In: British Journal of Developmental Psychology. 2013 ; Vol. 31, No. 1. pp. 97-113.

Bibtex Download

@article{ec2f6a9561884d6ca3bc05726c88374a,
title = "Children's recognition of emotions from vocal cues",
abstract = "Emotional cues contain important information about the intentions and feelings of others. Despite a wealth of research into children's understanding of facial signals of emotions, little research has investigated the developmental trajectory of interpreting affective cues in the voice. In this study, 48 children ranging between 5 and 10 years were tested using forced-choice tasks with non-verbal vocalizations and emotionally inflected speech expressing different positive, neutral and negative states. Children as young as 5 years were proficient in interpreting a range of emotional cues from vocal signals. Consistent with previous work, performance was found to improve with age. Furthermore, the two tasks, examining recognition of non-verbal vocalizations and emotionally inflected speech, respectively, were sensitive to individual differences, with high correspondence of performance across the tasks. From this demonstration of children's ability to recognize emotions from vocal stimuli, we also conclude that this auditory emotion recognition task is suitable for a wide age range of children, providing a novel, empirical way to investigate children's affect recognition skills.",
keywords = "Emotions, Age Factors, Voice, Humans, Child, Child, Preschool, Social Perception, Choice Behavior, Facial Expression, Recognition (Psychology), Child Development, Cues, Task Performance and Analysis, Sex Distribution, Female, Male",
author = "Sauter, {Disa A} and Charlotte Panattoni and Francesca Happ{\'e}",
note = "{\circledC} 2012 The British Psychological Society.",
year = "2013",
month = "3",
doi = "10.1111/j.2044-835X.2012.02081.x",
language = "English",
volume = "31",
pages = "97--113",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",
number = "1",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Children's recognition of emotions from vocal cues

AU - Sauter, Disa A

AU - Panattoni, Charlotte

AU - Happé, Francesca

N1 - © 2012 The British Psychological Society.

PY - 2013/3

Y1 - 2013/3

N2 - Emotional cues contain important information about the intentions and feelings of others. Despite a wealth of research into children's understanding of facial signals of emotions, little research has investigated the developmental trajectory of interpreting affective cues in the voice. In this study, 48 children ranging between 5 and 10 years were tested using forced-choice tasks with non-verbal vocalizations and emotionally inflected speech expressing different positive, neutral and negative states. Children as young as 5 years were proficient in interpreting a range of emotional cues from vocal signals. Consistent with previous work, performance was found to improve with age. Furthermore, the two tasks, examining recognition of non-verbal vocalizations and emotionally inflected speech, respectively, were sensitive to individual differences, with high correspondence of performance across the tasks. From this demonstration of children's ability to recognize emotions from vocal stimuli, we also conclude that this auditory emotion recognition task is suitable for a wide age range of children, providing a novel, empirical way to investigate children's affect recognition skills.

AB - Emotional cues contain important information about the intentions and feelings of others. Despite a wealth of research into children's understanding of facial signals of emotions, little research has investigated the developmental trajectory of interpreting affective cues in the voice. In this study, 48 children ranging between 5 and 10 years were tested using forced-choice tasks with non-verbal vocalizations and emotionally inflected speech expressing different positive, neutral and negative states. Children as young as 5 years were proficient in interpreting a range of emotional cues from vocal signals. Consistent with previous work, performance was found to improve with age. Furthermore, the two tasks, examining recognition of non-verbal vocalizations and emotionally inflected speech, respectively, were sensitive to individual differences, with high correspondence of performance across the tasks. From this demonstration of children's ability to recognize emotions from vocal stimuli, we also conclude that this auditory emotion recognition task is suitable for a wide age range of children, providing a novel, empirical way to investigate children's affect recognition skills.

KW - Emotions

KW - Age Factors

KW - Voice

KW - Humans

KW - Child

KW - Child, Preschool

KW - Social Perception

KW - Choice Behavior

KW - Facial Expression

KW - Recognition (Psychology)

KW - Child Development

KW - Cues

KW - Task Performance and Analysis

KW - Sex Distribution

KW - Female

KW - Male

U2 - 10.1111/j.2044-835X.2012.02081.x

DO - 10.1111/j.2044-835X.2012.02081.x

M3 - Article

VL - 31

SP - 97

EP - 113

JO - British Journal of Developmental Psychology

T2 - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

IS - 1

ER -

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