scholarly journals Vocal emotion recognition in school-age children: normative data for the EmoHI test

2019 ◽  
Author(s):  
Leanne Nagels ◽  
Etienne Gaudrain ◽  
Debi Vickers ◽  
Marta Matos Lopes ◽  
Petra Hendriks ◽  
...  
Keyword(s):  
Emotion Recognition ◽  
Normative Data ◽  
School Age Children ◽  
School Age ◽  
Impaired Hearing ◽  
Slow Development ◽  
Age Related ◽  
Wide Range ◽  
Vocal Emotion Recognition ◽  
Vocal Emotion

Traditionally, emotion recognition research has primarily used pictures and videos while audio test materials have received less attention and are not always readily available. Particularly for testing vocal emotion recognition in hearing-impaired listeners, the audio quality of assessment materials may becrucial. Here, we present a vocal emotion recognition test with non-language specific pseudospeech productions of multiple speakers expressing three core emotions (happy, angry, and sad): the EmoHI test. Recorded with high sound quality, the test is suitable to use with populations of children and adults with normal or impaired hearing, and across different languages. In the present study, we obtained normative data for vocal emotion recognition development in normal-hearing school-age (4-12 years) children using the EmoHI test. In addition, we tested Dutch and English children to investigate cross-language effects. Our results show that children’s emotion recognition accuracy scores improved significantly with age from the youngest group tested on (mean accuracy 4-6 years: 48.9%), but children’s performance did not reach adult-like values (mean accuracy adults: 94.1%) even for the oldest age group tested (mean accuracy 10-12 years: 81.1%). Furthermore, the effect of age on children’s development did not differ across languages. The strong but slow development in children’s ability to recognize vocal emotions emphasizes the role of auditory experience in forming robust representations of vocal emotions. The wide range of age-related performances that are captured and the lack of significant differences across the tested languages affirm the usability and versatility of the EmoHI test.

scholarly journals Vocal emotion recognition in school-age children: normative data for the EmoHI test

2019 ◽  
Author(s):  
Leanne Nagels ◽  
Etienne Gaudrain ◽  
Debi Vickers ◽  
Marta Matos Lopes ◽  
Petra Hendriks ◽  
...  
Keyword(s):  
Emotion Recognition ◽  
Normative Data ◽  
School Age Children ◽  
School Age ◽  
Impaired Hearing ◽  
Slow Development ◽  
Age Related ◽  
Wide Range ◽  
Vocal Emotion Recognition ◽  
Vocal Emotion

Traditionally, emotion recognition research has primarily used pictures and videos while audio test materials have received less attention and are not always readily available. Particularly for testing vocal emotion recognition in hearing-impaired listeners, the audio quality of assessment materials may becrucial. Here, we present a vocal emotion recognition test with non-language specific pseudospeech productions of multiple speakers expressing three core emotions (happy, angry, and sad): the EmoHI test. Recorded with high sound quality, the test is suitable to use with populations of children and adults with normal or impaired hearing, and across different languages. In the present study, we obtained normative data for vocal emotion recognition development in normal-hearing school-age (4-12 years) children using the EmoHI test. In addition, we tested Dutch and English children to investigate cross-language effects. Our results show that children’s emotion recognition accuracy scores improved significantly with age from the youngest group tested on (mean accuracy 4-6 years: 48.9%), but children’s performance did not reach adult-like values (mean accuracy adults: 94.1%) even for the oldest age group tested (mean accuracy 10-12 years: 81.1%). Furthermore, the effect of age on children’s development did not differ across languages. The strong but slow development in children’s ability to recognize vocal emotions emphasizes the role of auditory experience in forming robust representations of vocal emotions. The wide range of age-related performances that are captured and the lack of significant differences across the tested languages affirm the usability and versatility of the EmoHI test.

scholarly journals Development of vocal emotion recognition in school-age children: The EmoHI test for hearing-impaired populations

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e8773
Author(s):  
Leanne Nagels ◽  
Etienne Gaudrain ◽  
Deborah Vickers ◽  
Marta Matos Lopes ◽  
Petra Hendriks ◽  
...  
Keyword(s):  
Emotion Recognition ◽  
Hearing Impaired ◽  
Chance Level ◽  
School Age Children ◽  
School Age ◽  
Age Group ◽  
Impaired Hearing ◽  
Language Effects ◽  
Vocal Emotion Recognition ◽  
Vocal Emotion

Traditionally, emotion recognition research has primarily used pictures and videos, while audio test materials are not always readily available or are not of good quality, which may be particularly important for studies with hearing-impaired listeners. Here we present a vocal emotion recognition test with pseudospeech productions from multiple speakers expressing three core emotions (happy, angry, and sad): the EmoHI test. The high sound quality recordings make the test suitable for use with populations of children and adults with normal or impaired hearing. Here we present normative data for vocal emotion recognition development in normal-hearing (NH) school-age children using the EmoHI test. Furthermore, we investigated cross-language effects by testing NH Dutch and English children, and the suitability of the EmoHI test for hearing-impaired populations, specifically for prelingually deaf Dutch children with cochlear implants (CIs). Our results show that NH children’s performance improved significantly with age from the youngest age group onwards (4–6 years: 48.9%, on average). However, NH children’s performance did not reach adult-like values (adults: 94.1%) even for the oldest age group tested (10–12 years: 81.1%). Additionally, the effect of age on NH children’s development did not differ across languages. All except one CI child performed at or above chance-level showing the suitability of the EmoHI test. In addition, seven out of 14 CI children performed within the NH age-appropriate range, and nine out of 14 CI children did so when performance was adjusted for hearing age, measured from their age at CI implantation. However, CI children showed great variability in their performance, ranging from ceiling (97.2%) to below chance-level performance (27.8%), which could not be explained by chronological age alone. The strong and consistent development in performance with age, the lack of significant differences across the tested languages for NH children, and the above-chance performance of most CI children affirm the usability and versatility of the EmoHI test.

Surface EMG patterns for quantification of thigh muscle co-contraction in school-age children: Normative data during walking

2018 ◽  
Vol 61 ◽  
pp. 25-33 ◽  
Author(s):  
Francesco Di Nardo ◽  
Annachiara Strazza ◽  
Alessandro Mengarelli ◽  
Serena Ercolani ◽  
Nicole Morgoni ◽  
...  
Keyword(s):  
Normative Data ◽  
Surface Emg ◽  
Thigh Muscle ◽  
School Age Children ◽  
School Age ◽  
Emg Patterns

Abstract MP34: In Praise of Demanding Parenting: The Effects of Parenting Style and Poverty on Obesity Risk in Children: Evidence from a Nationally Representative Sample

Circulation ◽  
2014 ◽  
Vol 129 (suppl_1) ◽  
Author(s):  
Lisa Kakinami ◽  
Tracie Barnett ◽  
Gilles Paradis
Keyword(s):  
Parenting Style ◽  
Parenting Styles ◽  
Low Income ◽  
Parental Education ◽  
Interactive Effects ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
Increased Risk ◽  
Familial Influences

Background: One-quarter of children are already overweight or obese when they enter preschool, underscoring a critical need to improve our understanding of childhood determinants of health, including both sociodemographic (such as poverty) and social-familial influences (such as parenting style), as well as how these determinants may interact with one another. Objective: To examine the effects of parenting style on the risk of obesity in youth and determine if poverty is a mediator or moderator for this association. Methods: Participants (age 0-11) were from the National Longitudinal Survey of Children and Youth (NLSCY), a representative cross-sectional survey of youth collected bi-annually (1994-2008) throughout Canada. Factor analysis identified 4 parenting styles consistent with Baumrind’s theory of authoritative (demanding and responsive), authoritarian (demanding but not responsive), permissive (responsive but not demanding), and negligent (not demanding and not responsive) parenting control prototypes. Multivariable logistic regression assessed the risk of a child being obese (BMI percentile ≥ 97.7 th compared to age- and sex-specific WHO growth curves) based on parenting style after adjusting for age, sex, parental education, immigration status, family functioning score, birth order, and maternal age. Analyses were stratified by age (younger: 2-5 years of age, n=19,026; school-age: 6-11 years of age, n=18,551) due to age-related differences in parenting styles. Mediation or moderation by poverty (household income < low income cut-offs adjusted for household size and geographic region) was assessed. Analyses used sampling and bootstrap weights. Results: Younger children’s parents were primarily authoritative (42%, n=7357), followed by negligent (22%, n=3763), permissive (20%, n=3436), and authoritarian (16%, n=4470). Parenting styles in school-age children were similar (authoritative: 32%, n=7195, negligent: 31%, n=5586, permissive: 22%, n=3850, authoritarian: 15%, n=1920). In multivariable analyses, compared to authoritative parenting, younger and school-age children with authoritarian parents were 30% (95% CI: 1.1-1.5, p=0.0002) and 37% (CI: 1.1-1.7, p=0.006) more likely to be obese, respectively. In younger children, poverty moderated this association: authoritarian and negligent parenting was associated with 39% (CI: 1.2-1.6, p<0.0001) and 28% (CI: 1.1-1.5, p=0.002) increased risk of obesity, respectively, only among the children not living in poverty. In school-age children, poverty was not a mediator or moderator. Conclusions: Parenting style is associated with a child’s risk of obesity but is moderated by poverty in younger children. Successful strategies to combat childhood obesity need to reflect the independent and interactive effects of sociodemographic and social-familial influences on health especially in early childhood.

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