Ítem


Influences on Facial Emotion Recognition in Deaf Children

This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3–8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The children’s teachers or speech therapists also responded to two questionnaires, one on children’s linguistic-communicative skills and the other providing personal information. Results show a delay in deaf children’s capacity to recognize some emotions (scared, surprised, and disgusted) but not others (happy, sad, and angry). Notably, they recognized emotions in a similar order to hearing children. Moreover, linguistic skills were found to be related to emotion recognition skills, even when controlling for age. We discuss the importance of facial emotion recognition of language, conversation, some characteristics of deafness, and parents’ educational level

This work was supported by the grant Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad (PSI2015-69419-R) of the Spanish Ministerio de Economia y Competitividad

© Journal of Deaf Studies and Deaf Education, 2017, vol. 22, núm. 2, p. 164-177

Oxford University Press

Autor: Sidera Caballero, Francesc
Amadó Codony, Anna
Martínez, Laura
Data: 7 desembre 2016
Resum: This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3–8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The children’s teachers or speech therapists also responded to two questionnaires, one on children’s linguistic-communicative skills and the other providing personal information. Results show a delay in deaf children’s capacity to recognize some emotions (scared, surprised, and disgusted) but not others (happy, sad, and angry). Notably, they recognized emotions in a similar order to hearing children. Moreover, linguistic skills were found to be related to emotion recognition skills, even when controlling for age. We discuss the importance of facial emotion recognition of language, conversation, some characteristics of deafness, and parents’ educational level
This work was supported by the grant Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad (PSI2015-69419-R) of the Spanish Ministerio de Economia y Competitividad
Format: application/pdf
Cita: https://doi.org/10.1093/deafed/enw072
ISSN: 1081-4159 (versió paper)
1465-7325 (versió electrònica)
Accés al document: http://hdl.handle.net/10256/14117
Llenguatge: eng
Editor: Oxford University Press
Col·lecció: MINECO/PE 2016-2018/PSI2015-69419-R
Reproducció digital del document publicat a: https://doi.org/10.1093/deafed/enw072
Articles publicats (D-PS)
És part de: © Journal of Deaf Studies and Deaf Education, 2017, vol. 22, núm. 2, p. 164-177
Drets: Tots els drets reservats
Matèria: Infants sords -- Psicologia
Deaf children -- Psychology
Expressió facial
Facial expression
Emocions i cognició
Emotions and cognition
Títol: Influences on Facial Emotion Recognition in Deaf Children
Tipus: info:eu-repo/semantics/article
Repositori: DUGiDocs

Matèries

Autors