The acquisition of emotion-laden words from childhood to adolescence

Studies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional stu...

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Detalles Bibliográficos
Autores: Sabater, Lucía, Ponari, Marta, Haro, Juan, Fernández Folgueiras, Uxia, Moreno, Eva M., Pozo, Miguel A., Ferré, Pilar, Hinojosa Poveda, José Antonio
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:inglés
OAI Identifier:oai:docta.ucm.es:20.500.14352/72675
Acceso en línea:https://hdl.handle.net/20.500.14352/72675
Access Level:acceso abierto
Palabra clave:Emotion-laden words
Emotion-label words
Word acquisition
Positive words
Valence
Psicolingüística
Emoción y agresividad
5705.07 Psicolingüística
6106.03 Emoción
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oai_identifier_str oai:docta.ucm.es:20.500.14352/72675
network_acronym_str ES
network_name_str España
repository_id_str
spelling The acquisition of emotion-laden words from childhood to adolescenceSabater, LucíaPonari, MartaHaro, JuanFernández Folgueiras, UxiaMoreno, Eva M.Pozo, Miguel A.Ferré, PilarHinojosa Poveda, José AntonioEmotion-laden wordsEmotion-label wordsWord acquisitionPositive wordsValencePsicolingüísticaEmoción y agresividad5705.07 Psicolingüística6106.03 EmociónStudies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional study, we objectively examined the age of acquisition of words that relate to emotions without explicitly referring to affective states (emotion-laden words, e.g., cake, tomb, rainbow) using a picture naming task. Three hundred and sixty participants belonging to 18 age groups from preschool to adolescence overtly named line drawings corresponding to positive, negative, and neutral concrete nouns. The results of regression and mixed model analyses indicated that positive emotion-laden words are learnt earlier in life. This effect was independent of the contribution of other lexical and semantic factors (familiarity, word frequency, concreteness, word length). It is proposed that the prioritized acquisition of positive emotion-laden words might be the consequence of the communicative style and contextual factors associated with the interaction between children and caregivers. We also discuss the implications of our findings for proposals that highlight the role of language in emotion perception and understanding.Springer NatureUniversidad Complutense de Madrid20222022-11-1620222022-11-16journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/72675reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución 3.0 Españahttps://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/726752026-06-02T12:44:21Z
dc.title.none.fl_str_mv The acquisition of emotion-laden words from childhood to adolescence
title The acquisition of emotion-laden words from childhood to adolescence
spellingShingle The acquisition of emotion-laden words from childhood to adolescence
Sabater, Lucía
Emotion-laden words
Emotion-label words
Word acquisition
Positive words
Valence
Psicolingüística
Emoción y agresividad
5705.07 Psicolingüística
6106.03 Emoción
title_short The acquisition of emotion-laden words from childhood to adolescence
title_full The acquisition of emotion-laden words from childhood to adolescence
title_fullStr The acquisition of emotion-laden words from childhood to adolescence
title_full_unstemmed The acquisition of emotion-laden words from childhood to adolescence
title_sort The acquisition of emotion-laden words from childhood to adolescence
dc.creator.none.fl_str_mv Sabater, Lucía
Ponari, Marta
Haro, Juan
Fernández Folgueiras, Uxia
Moreno, Eva M.
Pozo, Miguel A.
Ferré, Pilar
Hinojosa Poveda, José Antonio
author Sabater, Lucía
author_facet Sabater, Lucía
Ponari, Marta
Haro, Juan
Fernández Folgueiras, Uxia
Moreno, Eva M.
Pozo, Miguel A.
Ferré, Pilar
Hinojosa Poveda, José Antonio
author_role author
author2 Ponari, Marta
Haro, Juan
Fernández Folgueiras, Uxia
Moreno, Eva M.
Pozo, Miguel A.
Ferré, Pilar
Hinojosa Poveda, José Antonio
author2_role author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv Emotion-laden words
Emotion-label words
Word acquisition
Positive words
Valence
Psicolingüística
Emoción y agresividad
5705.07 Psicolingüística
6106.03 Emoción
topic Emotion-laden words
Emotion-label words
Word acquisition
Positive words
Valence
Psicolingüística
Emoción y agresividad
5705.07 Psicolingüística
6106.03 Emoción
description Studies investigating how children acquire emotional vocabularies have mainly focused on words that describe feelings or affective states (emotion-label words, e.g., joy) trough subjective assessments of the children’s lexicon reported by their parents or teachers. In the current cross-sectional study, we objectively examined the age of acquisition of words that relate to emotions without explicitly referring to affective states (emotion-laden words, e.g., cake, tomb, rainbow) using a picture naming task. Three hundred and sixty participants belonging to 18 age groups from preschool to adolescence overtly named line drawings corresponding to positive, negative, and neutral concrete nouns. The results of regression and mixed model analyses indicated that positive emotion-laden words are learnt earlier in life. This effect was independent of the contribution of other lexical and semantic factors (familiarity, word frequency, concreteness, word length). It is proposed that the prioritized acquisition of positive emotion-laden words might be the consequence of the communicative style and contextual factors associated with the interaction between children and caregivers. We also discuss the implications of our findings for proposals that highlight the role of language in emotion perception and understanding.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-11-16
2022
2022-11-16
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/72675
url https://hdl.handle.net/20.500.14352/72675
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución 3.0 España
https://creativecommons.org/licenses/by/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución 3.0 España
https://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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