This study investigated the ability of children with LI to recognize the need to dissemble emotions. Participants included 22 children with LI and 22 typically developing peers, ages 7;1 to 11;0 years. Children were presented with 10 hypothetical social scenarios in which the main character experienced an emotion which should be dissembled for social purposes. The participant's responses were categorized as dissemblance or display. Children with LI reported that they would hide the experienced emotion significantly less often than their typical peers. Children in both groups reported higher levels of dissemblance when asked what their parents would want them to do. There was no significant difference between language groups for this question.
College and Department
David O. McKay School of Education; Communication Disorders
BYU ScholarsArchive Citation
Jones, Emily Rowberry, "Recognizing the Need to Dissemble Emotions in Hypothetical Social Scenarios: Differences in Children with Language Impairment" (2008). Theses and Dissertations. 1701.
language impairment, dissemblance, emotion skills