Same name, different representational levels?: Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children

Ida Torp Roepstorff; Julien Mayor; Sophie S. Havighurst; Natalia Kartushina

doi:10.1017/S0305000923000727

Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children

Ida Torp Roepstorff^*, Julien Mayor, Sophie S. Havighurst, Natalia Kartushina

^*Corresponding author af dette arbejde

Psykologisk Institut

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

Abstract

This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.

Originalsprog	Engelsk
Tidsskrift	Journal of Child Language
Sider (fra-til)	1-16
ISSN	0305-0009
DOI	https://doi.org/10.1017/S0305000923000727
Status	E-pub / Early view - 8 feb. 2024

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10.1017/S0305000923000727

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title = "Same name, different representational levels?: Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children",

abstract = "This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.",

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Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children. / Roepstorff, Ida Torp; Mayor, Julien; Havighurst, Sophie S. et al.
I: Journal of Child Language, 08.02.2024, s. 1-16.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

TY - JOUR

T1 - Same name, different representational levels?

T2 - Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children

AU - Roepstorff, Ida Torp

AU - Mayor, Julien

AU - Havighurst, Sophie S.

AU - Kartushina, Natalia

N1 - Publisher Copyright: © The Author(s), 2024. Published by Cambridge University Press.

PY - 2024/2/8

Y1 - 2024/2/8

N2 - This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.

AB - This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.

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Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children

Abstract

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