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  The development of cross-cultural recognition of vocal emotion during childhood and adolescence

Chronaki, G., Wigelsworth, M., Pell, M. D., & Kotz, S. A. (2018). The development of cross-cultural recognition of vocal emotion during childhood and adolescence. Scientific Reports, 8: 8659. doi:10.1038/s41598-018-26889-1.

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Item Permalink: http://hdl.handle.net/21.11116/0000-0001-98B8-4 Version Permalink: http://hdl.handle.net/21.11116/0000-0003-97E5-0
Genre: Journal Article

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 Creators:
Chronaki, Georgia1, 2, 3, Author
Wigelsworth, Michael4, Author
Pell, Marc D.5, Author
Kotz, Sonja A.2, 6, 7, Author              
Affiliations:
1Developmental Cognitive Neuroscience (DCN) Laboratory, School of Psychology, University of Central Lancashire, Preston, United Kingdom, ou_persistent22              
2Division of Neuroscience & Experimental Psychology, School of Psychological Sciences, University of Manchester, United Kingdom, ou_persistent22              
3School of Psychology, University of Southampton, United Kingdom, ou_persistent22              
4Manchester Institute of Education, University of Manchester, United Kingdom, ou_persistent22              
5School of Communication Sciences and Disorders, McGill University, Montréal, QC, Canada, ou_persistent22              
6Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              
7Department of Neuropsychology and Psychopharmacology, Maastricht University, the Netherlands, ou_persistent22              

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Free keywords: Adolescence; Adult; Anger; Article; Child; Child development; Childhood; Controlled study; Fear; Happiness; Human; Language; Organization; Sadness; Speech; Theoretical study
 Abstract: Humans have an innate set of emotions recognised universally. However, emotion recognition also depends on socio-cultural rules. Although adults recognise vocal emotions universally, they identify emotions more accurately in their native language. We examined developmental trajectories of universal vocal emotion recognition in children. Eighty native English speakers completed a vocal emotion recognition task in their native language (English) and foreign languages (Spanish, Chinese, and Arabic) expressing anger, happiness, sadness, fear, and neutrality. Emotion recognition was compared across 8-to-10, 11-to-13-year-olds, and adults. Measures of behavioural and emotional problems were also taken. Results showed that although emotion recognition was above chance for all languages, native English speaking children were more accurate in recognising vocal emotions in their native language. There was a larger improvement in recognising vocal emotion from the native language during adolescence. Vocal anger recognition did not improve with age for the non-native languages. This is the first study to demonstrate universality of vocal emotion recognition in children whilst supporting an “in-group advantage” for more accurate recognition in the native language. Findings highlight the role of experience in emotion recognition, have implications for child development in modern multicultural societies and address important theoretical questions about the nature of emotions.

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Language(s): eng - English
 Dates: 2017-06-142018-05-082018-06-14
 Publication Status: Published online
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 Table of Contents: -
 Rev. Method: Peer
 Identifiers: DOI: 10.1038/s41598-018-26889-1
PMID: 29904120
PMC: PMC6002529
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Funding organization : School of Psychology at the University of Manchester
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Funding organization : University of Central Lancashire

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Title: Scientific Reports
  Abbreviation : Sci. Rep.
Source Genre: Journal
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Publ. Info: London, UK : Nature Publishing Group
Pages: - Volume / Issue: 8 Sequence Number: 8659 Start / End Page: - Identifier: ISSN: 2045-2322
CoNE: https://pure.mpg.de/cone/journals/resource/2045-2322