Associations Between Vocal Emotion Recognition and Socio-emotional Adjustment in Children

Abstract

The human voice is a primary channel for emotional communication. It is often presumed that being able to recognise vocal emotions is important for everyday socio-emotional functioning, but direct empirical evidence for this remains scarce. Here, we examined relationships between vocal emotion recognition and socio-emotional adjustment in children. The sample included 6 to 8-year-old children (N = 141). The emotion tasks required them to categorise five emotions conveyed by nonverbal vocalisations (e.g., laughter, crying) and speech prosody: anger, disgust, fear, happiness, sadness, plus neutrality. Socio-emotional adjustment was independently evaluated by the childrens teachers using a multi-dimensional questionnaire of self-regulation and social behaviour. Based on frequentist and Bayesian analyses, we found that higher emotion recognition in speech prosody related to better general socio-emotional adjustment. This association remained significant even after accounting for the childrens general cognitive ability, age, sex, and parental education in multiple regressions. Follow-up analyses indicated that the advantages were particularly robust for the socio-emotional dimensions prosocial behaviour and cognitive and behavioural self-regulation. For emotion recognition in nonverbal vocalisations, no associations with socio-emotional adjustment were found. Overall, these results support the close link between childrens emotional prosody recognition skills and their everyday social behaviour.