Can the Emotion Recognition Ability of Deaf Children be Enhanced? A Pilot Study
Abstract
We evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of deaf children to understand the emotional experience of themselves and other people. The "Funny Faces Program" was provided to 14 children, aged 9 to 13, with moderate to profound hearing impairments. All children were enrolled in an "oral" education program at a school for the deaf. Alternate forms of the Emotion Recognition Scales (Dyck, Ferguson, & Shochet, 2001) were administered at pretest and posttest. Results indicate significant increases in emotion vocabulary and emotion comprehension but not in the speed or accuracy of emotion recognition (ER), from pretest to posttest. At posttest, children whose hearing loss was moderate to severe did not differ from hearing children in ER abilities but children with profound hearing loss continued to show substantial ability deficits.
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Cognitive fusion was positively correlated with anxiety and depression.
“Cognitive fusion was positively correlated with anxiety and depression.”
From Cognitive fusion mediates the relationship between dispositional mindfulness and negative affects: A study in a sample of spanish children and adolescent school students (2019) · cites this paper as [54]
The Measures and Design and Procedure sections address emotion recognition and changes after training, not cognitive fusion. The Method Funny Faces Program section mentions anxiety and depression only in describing other prevention programs; searches for cognitive fusion and its correlation with anxiety and depression found no passage addressing the claim. Page numbers were not available in our copy. (LLM, conf=0.76)
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References 42 · Cited by 64
Research works printed but not linked: 1
- Tager-Flusberg, H. (1997). Language acquisition and theory of mind: Contributions from the study of autism. In L. Adamson & M. Romski (Eds.), Communication and language acquisition: Discoveries from atypical development (pp. 135 -160). Sydney, NSW: Paul H. Brookes.
- Authors
- Dyck, M. J.
- Affiliations
- Curtin University (AU)
- Corresponding author
- Dyck, M. J.
- Venue
- Journal of Deaf Studies and Deaf Education
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-07-01
- Volume
- 8
- Issue
- 3
- Pages
- 348-356
- ISSN
- 1081-4159 (ISSN-L)
- 1465-7325
- OpenAlex
- W2133034879
- Cited by
- 64
- References
- 42
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 4 · 2023: 2 · 2022: 3 · 2021: 3 · 2020: 2 · 2019: 5 · 2018: 5 · 2017: 3 · 2016: 6 · 2015: 2 · 2014: 3 · 2013: 1 · 2012: 4
- FWCI
- 0.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Deaf Studies and Deaf Education (publishedVersion)
- PubMed (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Life Sciences › Neuroscience › Cognitive Neuroscience › Hearing Loss and Rehabilitation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Tactile and Sensory Interactions
- Keywords
- emotion recognition, deaf children, hearing loss, emotional words, emotional understanding, psychoeducational intervention, profound hearing loss, deaf schools, oral education
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