Several recent studies indicate that children with Language Impairment (LI) have difficulty recognizing and inferring meaning from emotional prosody. The present study is a replication investigating the ability of children with LI to recognize emotion conveyed by prosody in an orally presented narrative passage. Twenty-two children with LI and twenty-two age matched peers ranging from age 7;0 to 10;11 (M= 9.11, SD= 2.54) were selected to participate. Participants listened to recordings of a seven sentence passage read by actors to express happiness, anger, sadness, and fear. The children's task was to identify which emotion the speaker portrayed. Scores obtained from the children with LI as a group were significantly lower than the scores of typically developing children. Differences in the degree of recognition of individual emotions were also apparent; happiness being correctly identified most frequently, followed by anger, sadness, and then fear. Evidence supports the supposition that children with LI struggle to understand emotion conveyed through prosodic cues, which may contribute to the social challenges children with LI experience.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Voorhees, Chelsea Celeste, "The Ability of Children with Language Impairment to Understand Emotion Conveyed by Prosody in a Narrative Passage" (2008). All Theses and Dissertations. 1652.
language impairment, emotion understanding, prosody