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Neves, L., Martins, M., Correia, A. I., Castro, S. L. & Lima, C. F. (2021). Associations Between Vocal Emotion Recognition and Socio-emotional Adjustment in Children. XVI PhD Meeting in Psychology - A Whole New World: Implications for Psychology.

T. L. Neves et al.,  "Associations Between Vocal Emotion Recognition and Socio-emotional Adjustment in Children", in XVI PhD Meeting in Psychology - A Whole New World: Implications for Psychology, Lisboa, 2021

@misc{neves2021_1766298309182,
	author = "Neves, L. and Martins, M. and Correia, A. I. and Castro, S. L. and Lima, C. F.",
	title = "Associations Between Vocal Emotion Recognition and Socio-emotional Adjustment in Children",
	year = "2021",
	url = "http://phdmeeting.dpso.iscte.pt"
}

TY  - CPAPER
TI  - Associations Between Vocal Emotion Recognition and Socio-emotional Adjustment in Children
T2  - XVI PhD Meeting in Psychology - A Whole New World: Implications for Psychology
AU  - Neves, L.
AU  - Martins, M.
AU  - Correia, A. I.
AU  - Castro, S. L.
AU  - Lima, C. F.
PY  - 2021
CY  - Lisboa
UR  - http://phdmeeting.dpso.iscte.pt
AB  - The human voice is a primary channel for emotional communication. It is often presumed that being able to recognize vocal emotions is important for everyday socio-emotional functioning, but direct empirical evidence for this remains scarce. Here, we examined relationships between vocal emotion recognition and socio- emotional adjustment in children. The sample included 6 to 8-year-old children (N = 141). The emotion tasks required them to categorize five emotions conveyed by nonverbal vocalizations (e.g., laughter, crying) and speech prosody: anger, disgust, fear, happiness, sadness, plus neutrality. Socio-emotional adjustment was independently evaluated by the children’s teachers using a multi-dimensional questionnaire of self-regulation and social behavior. Based on frequentist and Bayesian analyses, we found that higher emotion recognition in speech prosody related to better general socio-emotional adjustment. This association remained significant even after accounting for the children’s general cognitive ability, age, sex, and parental education in multiple regressions. Follow-up analyses indicated that the advantages were particularly robust for the socio-emotional dimensions prosocial behavior and cognitive and behavioral self-regulation. For emotion recognition in nonverbal vocalizations, no associations with socio-emotional adjustment were found. Overall, these results support the close link between children’s emotional prosody recognition skills and their everyday social behavior.
ER  -