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Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity

Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity
Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity
Facial emotion-recognition difficulties have been reported in school-aged children with behavior problems; little is known, however, about either this association in preschool children or with regard to vocal emotion recognition. The current study explored the association between facial and vocal emotion recognition and behavior problems in a sample of 3 to 6-year-old children. A sample of 57 children enriched for risk of behavior problems (41 were recruited from the general population while 16 had been referred for behavior problems to local clinics) were each presented with a series of vocal and facial stimuli expressing different emotions (i.e., angry, happy, and sad) of low and high intensity. Parents rated children’s externalizing and internalizing behavior problems. Vocal and facial emotion recognition accuracy was negatively correlated with externalizing but not internalizing behavior problems independent of emotion type. The effects with the externalizing domain were independently associated with hyperactivity rather than conduct problems. The results highlight the importance of using vocal as well as facial stimuli when studying the relationship between emotion-recognition and behavior problems. Future studies should test the hypothesis that difficulties in responding to adult instructions and commands seen in children with attention deficit/hyperactivity disorder (ADHD) may be due to deficits in the processing of vocal emotions.
emotion recognition, vocal, facial, preschoolers, hyperactivity
0929-7049
25-40
Chronaki, Georgia
3b00f885-0772-423f-ac68-a5f35b75993f
Garner, Matthew
3221c5b3-b951-4fec-b456-ec449e4ce072
Hadwin, Julie A.
92a602a7-2380-44f4-863c-c30ef2608230
Thompson, Margaret J.J.
bfe8522c-b252-4771-8036-744e93357c67
Chin, Cheryl Y.
506f98bf-9753-4170-a08d-2307cd954d24
Sonuga-Barke, Edmund J.S.
bc80bf95-6cf9-4c76-a09d-eaaf0b717635
Chronaki, Georgia
3b00f885-0772-423f-ac68-a5f35b75993f
Garner, Matthew
3221c5b3-b951-4fec-b456-ec449e4ce072
Hadwin, Julie A.
92a602a7-2380-44f4-863c-c30ef2608230
Thompson, Margaret J.J.
bfe8522c-b252-4771-8036-744e93357c67
Chin, Cheryl Y.
506f98bf-9753-4170-a08d-2307cd954d24
Sonuga-Barke, Edmund J.S.
bc80bf95-6cf9-4c76-a09d-eaaf0b717635

Chronaki, Georgia, Garner, Matthew, Hadwin, Julie A., Thompson, Margaret J.J., Chin, Cheryl Y. and Sonuga-Barke, Edmund J.S. (2015) Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity. Child Neuropsychology, 21 (1), 25-40. (doi:10.1080/09297049.2013.863273). (PMID:24344768)

Record type: Article

Abstract

Facial emotion-recognition difficulties have been reported in school-aged children with behavior problems; little is known, however, about either this association in preschool children or with regard to vocal emotion recognition. The current study explored the association between facial and vocal emotion recognition and behavior problems in a sample of 3 to 6-year-old children. A sample of 57 children enriched for risk of behavior problems (41 were recruited from the general population while 16 had been referred for behavior problems to local clinics) were each presented with a series of vocal and facial stimuli expressing different emotions (i.e., angry, happy, and sad) of low and high intensity. Parents rated children’s externalizing and internalizing behavior problems. Vocal and facial emotion recognition accuracy was negatively correlated with externalizing but not internalizing behavior problems independent of emotion type. The effects with the externalizing domain were independently associated with hyperactivity rather than conduct problems. The results highlight the importance of using vocal as well as facial stimuli when studying the relationship between emotion-recognition and behavior problems. Future studies should test the hypothesis that difficulties in responding to adult instructions and commands seen in children with attention deficit/hyperactivity disorder (ADHD) may be due to deficits in the processing of vocal emotions.

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e-pub ahead of print date: 17 December 2013
Published date: 2015
Keywords: emotion recognition, vocal, facial, preschoolers, hyperactivity
Organisations: Clinical Neuroscience

Identifiers

Local EPrints ID: 360757
URI: http://eprints.soton.ac.uk/id/eprint/360757
ISSN: 0929-7049
PURE UUID: 76258137-a0f2-4b62-9e14-971f16c7232a
ORCID for Matthew Garner: ORCID iD orcid.org/0000-0001-9481-2226

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Date deposited: 02 Jan 2014 11:56
Last modified: 15 Mar 2024 03:12

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Contributors

Author: Georgia Chronaki
Author: Matthew Garner ORCID iD
Author: Julie A. Hadwin
Author: Margaret J.J. Thompson
Author: Cheryl Y. Chin
Author: Edmund J.S. Sonuga-Barke

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