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dc.contributor.authorLaugen, Nina Jakhelln
dc.contributor.authorJacobsen, Karl Henry
dc.contributor.authorRieffe, Carolien
dc.contributor.authorWichstrøm, Lars
dc.description.abstractDeaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4–5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we investigated the parents’ perception of their child's level of emotion understanding. Children were assessed with the Test of Emotion Comprehension. Parents were presented with the same test and asked to guess what their child answered on each item. The results showed that children with hearing loss performed at the same level as typically hearing children, despite having lower vocabulary scores. Parents of children with hearing loss were more accurate in their estimations of their child's competence, and higher accuracy was associated with better emotion understanding. These findings may have implications for early intervention planning.nb_NO
dc.publisherOxford University Press (OUP)nb_NO
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.titleEmotion Understanding in Preschool Children with Mild-to-Severe Hearing Lossnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalJournal of Deaf Studies and Deaf Educationnb_NO
dc.description.localcode© The Author 2016. Published by Oxford University Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.nb_NO
cristin.unitnamePsykologisk institutt

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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal