This study assessed the relationship between preschoolers’ directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers’ performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.

中文翻译：

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相同的名字，不同的代表级别？学龄前儿童情感词理解的间接家长报告和直接替代强迫选择测量的偏差


这项研究评估了学龄前儿童直接和间接评估的情感词理解之间的关系。 49 名 2 至 5 岁的挪威儿童接受了一项基于平板电脑的 4 种选择强制选择 (AFC) 任务，评估他们使用面部表情照片对六种基本情绪和六种复杂情绪的理解。父母报告了情感词的理解和相同词的产生。家长报告的情绪词语产生与年龄相互作用，以预测学龄前儿童的表现，只有年龄较大的孩子才能观察到亲子一致性。家长报告的单词理解能力并不能显着预测准确性。结果表明，对于学龄前儿童，直接和间接评估可能会解决情绪词理解的不同表征水平。