Spanish affective normative data for 1,406 words rated by children and adolescents (SANDchild)
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Spanish affective normative data for 1,406 words rated by children and adolescents (SANDchild) Lucía Sabater 1 & M. Guasch 2 & P. Ferré 2 & I. Fraga 3 & José A. Hinojosa 1,4,5
# The Psychonomic Society, Inc. 2020
Abstract Most research on the relationship between emotion and language in children relies on the use of words whose affective properties have been assessed by adults. To overcome this limitation, in the current study we introduce SANDchild, the Spanish affective database for children. This dataset reports ratings in the valence and the arousal dimensions for a large corpus of 1406 Spanish words rated by a large sample of 1276 children and adolescents from four different age groups (7, 9, 11 and 13 years old). We observed high inter-rater reliabilities for both valence and arousal in the four age groups. However, some age differences were found. In this sense, ratings for both valence and arousal decreased with age. Furthermore, the youngest children consider more words to be positive than adolescents. We also found sex differences in valence scores since boys gave higher valence ratings than girls, while girls considered more words to be negative than boys. The norms provided in this database will allow us to further extend our knowledge on the acquisition, development and processing of emotional language from childhood to adolescence. The complete database can be downloaded from https://psico.fcep.urv.cat/exp/files/SANDchild.xlsx. Keywords Emotional words . Children . Arousal . Valence . Affective database
Introduction Language and emotion are intrinsically related from early childhood. Interestingly, this relationship emerges even before infants begin to produce words to denote feelings in the third year of life (Bahn, Vesker, García Alanis, Schwarzer, & Kauschke, 2017; Izard & Harris, 1995; Kristen, Sodian, Licata, Thoermer, & Poulin-Dubois, 2012). Children between
* Lucía Sabater [email protected] * José A. Hinojosa [email protected] 1
Instituto Pluridisciplinar, Universidad Complutense de Madrid, Paseo Juan XXIII, 1, 28040 Madrid, Spain
2
Department of Psychology and CRAMC, Universitat Rovira i Virgili, Tarragona, Spain
3
Cognitive Processes & Behavior Research Group, Department of Social Psychology, Basic Psychology, and Methodology, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
4
Departamento Psicología Experimental, Procesos Cognitivos y Logopedia, Universidad Complutense de Madrid, Madrid, Spain
5
Facultad de Lenguas y Educación, Universidad de Nebrija, Madrid, Spain
9 and 30 months produce fewer expressions with an emotional tone when they interact with their mothers in a playroom as they acquire complex language skills; apparently, older children with greater language abilities are able to express more emotions. This finding suggests that expressing emotions and learning words compete for limited cognitive resources in infants (Bloom, 1998). Later on, during the toddler period, children from 18 to 36 months use emotion labels to communicate their own or som
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