scholarly journals Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals

2000 ◽  
Author(s):  
Melike Yücel Koç
Keyword(s):  
Emotion Language ◽  
Late Bilinguals ◽  
Emotion Narratives

Emotion language supports the perception of emotion

2007 ◽  
Author(s):  
Maria Gendron ◽  
Kristen Lindquist ◽  
Lisa Feldman Barrett ◽  
Lawrence Barsalou
Keyword(s):  
Emotion Language

An acoustic–phonetic comparison of the clear speaking styles of Finnish–English late bilinguals

2012 ◽  
Vol 40 (3) ◽  
pp. 509-520 ◽  
Author(s):  
Sonia Granlund ◽  
Valerie Hazan ◽  
Rachel Baker
Keyword(s):  
Late Bilinguals

scholarly journals Ultra-Rapid and Automatic Interplay Between L1 and L2 Semantics in Late Bilinguals: EEG Evidence

2021 ◽  
Vol 168 ◽  
pp. S153-S154
Author(s):  
Federico Gallo ◽  
Beatriz Bermúdez-Margaretto ◽  
Nikolay Novitskiy ◽  
Andriy Myachykov ◽  
Anna Petrova ◽  
...  
Keyword(s):  
L1 And L2 ◽  
Late Bilinguals

Module 9: Emotion Coaching

2020 ◽  
pp. 185-202
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Emotion Regulation ◽  
Attention Deficit ◽  
Emotion Coaching ◽  
Acting Out ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Periods Of Stress ◽  
Emotion Language

In Module 9, parents are introduced to their important role in helping their children with attention-deficit/hyperactivity disorder (ADHD) learn to regulate strong emotions. Parents are the child’s first teachers for how to regulate emotions and serve the role of “external regulator” for their children. Children with ADHD are more sensitive to their environments and look to their parents for signs of how to react to a situation or stressor. The goal is for parents to stay calm and collected, modeling effective emotion regulation for their child during periods of stress. When parents learn to be “emotion coaches,” they are more likely to consider the child’s emotions without judgment and decrease critical or invalidating responses. By serving as the child’s “emotion coach” (noticing, tolerating and labeling the child’s emotion), the child learns “emotion language” so that acting out in response to emotions is not necessary to express how they are feeling.

scholarly journals The Efficiency of Attentional Networks in Early and Late Bilinguals: The Role of Age of Acquisition

2011 ◽  
Vol 2 ◽  
Author(s):  
Lily Tao ◽  
Anna Marzecová ◽  
Marcus Taft ◽  
Dariusz Asanowicz ◽  
Zofia Wodniecka
Keyword(s):  
Age Of Acquisition ◽  
Attentional Networks ◽  
Late Bilinguals

scholarly journals Language control abilities of late bilinguals

2011 ◽  
Vol 15 (3) ◽  
pp. 580-593 ◽  
Author(s):  
JULIA FESTMAN
Keyword(s):  
Language Proficiency ◽  
Verbal Fluency ◽  
Picture Naming ◽  
Language Use ◽  
Naming Task ◽  
The Other ◽  
Language Performance ◽  
Language Control ◽  
Cross Language ◽  
Late Bilinguals

Although all bilinguals encounter cross-language interference (CLI), some bilinguals are more susceptible to interference than others. Here, we report on language performance of late bilinguals (Russian/German) on two bilingual tasks (interview, verbal fluency), their language use and switching habits. The only between-group difference was CLI: one group consistently produced significantly more errors of CLI on both tasks than the other (thereby replicating our findings from a bilingual picture naming task). This striking group difference in language control ability can only be explained by differences in cognitive control, not in language proficiency or language mode.

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