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    Rights statement: The final, definitive version of this article has been published in the Journal, Imagination, Cognition and Personality, 38(4), 2019, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Imagination, Cognition and Personality page: https://journals.sagepub.com/home/ica on SAGE Journals Online: http://online.sagepub.com/

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Breadth of emotion vocabulary in early adolescence

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Breadth of emotion vocabulary in early adolescence. / Bazhydai, Marina; Ivcevic, Zorana; Widen, Sherri et al.
In: Imagination, Cognition and Personality, Vol. 38, No. 4, 01.06.2019, p. 378-404.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Bazhydai, M, Ivcevic, Z, Widen, S & Brackett, M 2019, 'Breadth of emotion vocabulary in early adolescence', Imagination, Cognition and Personality, vol. 38, no. 4, pp. 378-404. https://doi.org/10.1177/0276236618765403

APA

Bazhydai, M., Ivcevic, Z., Widen, S., & Brackett, M. (2019). Breadth of emotion vocabulary in early adolescence. Imagination, Cognition and Personality, 38(4), 378-404. https://doi.org/10.1177/0276236618765403

Vancouver

Bazhydai M, Ivcevic Z, Widen S, Brackett M. Breadth of emotion vocabulary in early adolescence. Imagination, Cognition and Personality. 2019 Jun 1;38(4):378-404. Epub 2018 Mar 23. doi: 10.1177/0276236618765403

Author

Bazhydai, Marina ; Ivcevic, Zorana ; Widen, Sherri et al. / Breadth of emotion vocabulary in early adolescence. In: Imagination, Cognition and Personality. 2019 ; Vol. 38, No. 4. pp. 378-404.

Bibtex

@article{36ba670a5a584417962b383c366b2183,
title = "Breadth of emotion vocabulary in early adolescence",
abstract = "Studies of emotion vocabulary and understanding typically focus on early childhood. Yet, emotion abilities continue to develop into adolescence, making it an important and underinvestigated area of research. This study presents evidence that adolescents{\textquoteright} emotion vocabulary undergoes active development, becomes more broad and sophisticated, varies by gender, and is not captured adequately by recognition-based approaches. Adolescents were asked to generate emotion words for five emotion categories—happy, relaxed, angry, sad, and nervous. Responses included emotion words (e.g., joyous) and nonemotion terms such as metaphors (e.g., boiling), social experiences (e.g., underappreciated), and personality traits (e.g., shy). Girls generated significantly more responses than boys. Older adolescents generated significantly more emotion words (e.g., describing someone who is happy as joyful, exuberant or ecstatic), while younger adolescents produced more nonemotion responses (e.g., describing someone who is happy as smiley, friendly, or full of life). Students{\textquoteright} grade, total number of responses they produced, and performance on the recognition test of emotion understanding predicted their emotion vocabulary.",
keywords = "emotion, adolescence, vocabulary, emotion concepts",
author = "Marina Bazhydai and Zorana Ivcevic and Sherri Widen and Marc Brackett",
note = "The final, definitive version of this article has been published in the Journal, Imagination, Cognition and Personality, 38(4), 2019, {\textcopyright} SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Imagination, Cognition and Personality page: https://journals.sagepub.com/home/ica on SAGE Journals Online: http://online.sagepub.com/",
year = "2019",
month = jun,
day = "1",
doi = "10.1177/0276236618765403",
language = "English",
volume = "38",
pages = "378--404",
journal = "Imagination, Cognition and Personality",
issn = "0276-2366",
publisher = "Sage Publications",
number = "4",

}

RIS

TY - JOUR

T1 - Breadth of emotion vocabulary in early adolescence

AU - Bazhydai, Marina

AU - Ivcevic, Zorana

AU - Widen, Sherri

AU - Brackett, Marc

N1 - The final, definitive version of this article has been published in the Journal, Imagination, Cognition and Personality, 38(4), 2019, © SAGE Publications Ltd, 2019 by SAGE Publications Ltd at the Imagination, Cognition and Personality page: https://journals.sagepub.com/home/ica on SAGE Journals Online: http://online.sagepub.com/

PY - 2019/6/1

Y1 - 2019/6/1

N2 - Studies of emotion vocabulary and understanding typically focus on early childhood. Yet, emotion abilities continue to develop into adolescence, making it an important and underinvestigated area of research. This study presents evidence that adolescents’ emotion vocabulary undergoes active development, becomes more broad and sophisticated, varies by gender, and is not captured adequately by recognition-based approaches. Adolescents were asked to generate emotion words for five emotion categories—happy, relaxed, angry, sad, and nervous. Responses included emotion words (e.g., joyous) and nonemotion terms such as metaphors (e.g., boiling), social experiences (e.g., underappreciated), and personality traits (e.g., shy). Girls generated significantly more responses than boys. Older adolescents generated significantly more emotion words (e.g., describing someone who is happy as joyful, exuberant or ecstatic), while younger adolescents produced more nonemotion responses (e.g., describing someone who is happy as smiley, friendly, or full of life). Students’ grade, total number of responses they produced, and performance on the recognition test of emotion understanding predicted their emotion vocabulary.

AB - Studies of emotion vocabulary and understanding typically focus on early childhood. Yet, emotion abilities continue to develop into adolescence, making it an important and underinvestigated area of research. This study presents evidence that adolescents’ emotion vocabulary undergoes active development, becomes more broad and sophisticated, varies by gender, and is not captured adequately by recognition-based approaches. Adolescents were asked to generate emotion words for five emotion categories—happy, relaxed, angry, sad, and nervous. Responses included emotion words (e.g., joyous) and nonemotion terms such as metaphors (e.g., boiling), social experiences (e.g., underappreciated), and personality traits (e.g., shy). Girls generated significantly more responses than boys. Older adolescents generated significantly more emotion words (e.g., describing someone who is happy as joyful, exuberant or ecstatic), while younger adolescents produced more nonemotion responses (e.g., describing someone who is happy as smiley, friendly, or full of life). Students’ grade, total number of responses they produced, and performance on the recognition test of emotion understanding predicted their emotion vocabulary.

KW - emotion

KW - adolescence

KW - vocabulary

KW - emotion concepts

U2 - 10.1177/0276236618765403

DO - 10.1177/0276236618765403

M3 - Journal article

VL - 38

SP - 378

EP - 404

JO - Imagination, Cognition and Personality

JF - Imagination, Cognition and Personality

SN - 0276-2366

IS - 4

ER -