2026-04-13T05:44:40Zhttps://recercat.cat/oai/request

oai:recercat.cat:10256/199912024-10-29T08:12:31Zcom_2072_452992com_2072_2054col_2072_453150

00925njm 22002777a 4500 dc Sidera Caballero, Francesc author Serrat Sellabona, Elisabet author Amadó Codony, Anna author Morgan, Gary author 2019-06 Previous studies have found a deficit in emotion recognition skills in children with hearing loss linked to their linguistic development. Our aim is to explore how different linguistic-communicative skills influence the capacity to recognise emotions from faces, at different developmental points, in children with and without hearing loss. We administered language measures and a task of emotion recognition (ER) to 166 children (75 with hearing loss). Results show that ER was linked to various linguistic-communicative skills in children with hearing loss, whereas fewer connections existed in hearing children. As these relations varied with age, we discuss how the importance of the different linguistic and communicative skills for ER varies throughout development and as a function of hearing status This work was supported by the Spanish Ministerio de Economía y Competitividad and the Fondo Europeo de Desarrollo Regional (PSI2015-69419-R; MINECO-FEDER). Morgan’s work was supported by the Economic and Social Research Council of Great Britain [grant number RES-620-28-0002], Deafness, Cognition and Language Research Centre (DCAL) http://hdl.handle.net/10256/19991 Emocions en els infants Emotions in children Infants sords -- Llenguatge Children, Deaf -- Language Emocions i cognició Emotions and cognition Emotion recognition skills in children with hearing loss: What is the role of language?