ERIC Number: EJ1063133
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
African American Preschoolers' Emotion Explanations Can Provide Evidence of Their Pragmatic Skills
Curenton, Stephanie M.
Topics in Language Disorders, v35 n1 p46-60 Jan-Mar 2015
This study provides qualitative and quantitative evidence of how an emotion explanation task can reflect African American preschoolers' pragmatic skills. We used an emotion explanation task to assess pragmatic skills among 19 children (aged 3-5 years) related to (1) engaging in conversational turn-taking, (2) answering "Wh-" questions, (3) engaging in communicative perspective-taking, (4) producing coherent discourse for exposition, and (5) demonstrating an understanding that emotions can be attributed to interpersonal interactions and situational events. The majority of children were capable of demonstrating their pragmatic skills during this task. Children's responses to the task were independent of their performance on standardized receptive vocabulary or expressive language assessments but not their performance on assessments of prosocial skills. There was a strong, positive significant association between children's ability to explain a puppet's happiness and their prosocial skills, even after controlling for age. Practical and clinical implications of this work are discussed.
Descriptors: African American Children, Preschool Children, Emotional Response, Pragmatics, Language Skills, Interpersonal Communication, Communication Skills, Perspective Taking, Receptive Language, Vocabulary, Expressive Language, Prosocial Behavior, Interpersonal Competence, Correlation, Puppetry, Age Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A