A Drawing Task to Assess Emotion Inference in Language-Impaired Children

Autor/inn/en	Vendeville, Nathalie; Blanc, Nathalie; Brechet, Claire
Titel	A Drawing Task to Assess Emotion Inference in Language-Impaired Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 5, S.1563-1569 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0343
Schlagwörter	Children; Language Impairments; Inferences; Emotional Intelligence; Freehand Drawing; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Inference; Inferenz; Emotionale Intelligenz; Drawing; Zeichnen
Abstract	Purpose: Studies investigating the ability of children with language impairment (LI) to infer emotions rely on verbal responses (which can be challenging for these children) and/or the selection of a card representing an emotion (which limits the response range). In contrast, a drawing task might allow a broad spectrum of responses without involving language. This study used a drawing task to compare the ability to make emotional inferences in children with and without LI. Method: Twenty-two children with LI and 22 typically developing children ages 6 to 10 years were assessed in school during 3 sessions. They were asked to listen to audio stories. At specific moments, the experimenter stopped the recording and asked children to complete the drawing of a face to depict the emotion felt by the story's character. Three adult study-blind judges were subsequently asked to evaluate the expressiveness of the drawings. Results: Children with LI had more difficulty than typically developing children making emotional inferences. Children with LI also made more errors of different valence than their typically developing peers. Conclusion: Our findings confirm that children with LI show difficulty in producing emotional inferences, even when performing a drawing task--a relatively language-free response mode. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01