Abstract
Much literature suggests a link between language and emotions. Parents’ language use is linked to children’s later emotion perception and understanding. Perhaps most compellingly, access to emotion words shapes which emotion someone sees on another’s face. In this chapter, we outline a developmental perspective on the role of language in emotion perception, whereby language is a mechanism for acquiring and using emotion concept knowledge to make meaning of others’ and perhaps one’s own emotional states across the life span. We begin by discussing language and emotion understanding in preverbal infants, who without language perceive emotional facial expressions in terms of the more basic dimension of valence. Next, we discuss how language acquisition throughout toddlerhood and early childhood leads to increased emotion understanding and more nuanced emotion perception. We continue to trace the relationship of language and emotion throughout adolescence and into adulthood, documenting that disorders of aging that impair language also impair emotion perception. We close by speculating on the role of emotion words in the context of emotion experience, emotion regulation, and cross-cultural differences in emotions.
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Notes
- 1.
Some children use “mad” instead of “sad” to indicate negative emotion (see Widen, 2013). The reason for this difference is unknown, but it’s possible that this reflects differences in parents’ choice of negative emotion words, which could stem from individual differences or even gender norms. There is some evidence that 3 year olds are more likely to ascribe “sadness” to girls and “anger” to boys (Haugh et al. 1980), suggesting that children learn gender-based associations with emotion categories even as they are learning about the categories themselves.
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Shablack, H., Lindquist, K.A. (2019). The Role of Language in Emotional Development. In: LoBue, V., Pérez-Edgar, K., Buss, K.A. (eds) Handbook of Emotional Development. Springer, Cham. https://doi.org/10.1007/978-3-030-17332-6_18
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