Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity.

Abstract

Facial emotion-recognition difficulties have been reported in school-aged children with behavior problems; little is known, however, about either this association in preschool children or with regard to vocal emotion recognition. The current study explored the association between facial and vocal emotion recognition and behavior problems in a sample of 3 to… (More)
DOI: 10.1080/09297049.2013.863273

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Cite this paper

@article{Chronaki2015EmotionrecognitionAA, title={Emotion-recognition abilities and behavior problem dimensions in preschoolers: evidence for a specific role for childhood hyperactivity.}, author={Georgia Chronaki and Matthew J. Garner and Julie A. Hadwin and Margaret J. J. Thompson and Cheryl Y Chin and Edmund Sonuga-Barke}, journal={Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence}, year={2015}, volume={21 1}, pages={25-40} }