Altarriba, J., & Bauer, L.M. (2004). The distinctiveness of emotion concepts: A comparison between emotion, abstract, and concrete. The American Journal of Psychology, 117, 389–410.
Altarriba, J., Bauer, L.M., & Benvenuto, C. (1999). Concreteness, context availability, and image ability ratings and word associations for abstract, concrete, and emotion words. Behavior Research Methods, Instruments, and Computers, 31, 578–602.
Ambridge, B., & Rowland, C.F. (2013). Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 149–168. https://doi.org/10.1002/wcs.1215
Baron-Cohen, S., Golan, O., Wheelwright, S., Granader, Y., & Hill, J. (2010). Emotion word comprehension from 4 to 16 years old: A developmental survey. Frontiers in Evolutionary Neuroscience, 2, 1–8. https://doi.org/10.3389/fnevo.2010.00109
Bassano, D. (2005). Production naturelle précoce et acquisition du langage. Lidil, 31, 14.
Borghi, A.M., Binkofski, F., Castelfranchi, C., Cimatti, F., Scorolli, C., & Tummolini, L. (2017). The challenge of abstract concepts. Psychological Bulletin, 143, 263–292.
Clark, J.M., & Paivio, A. (2004). Extensions of the Paivio, Yuille, and Madigan (1968) norms. Behavior Research Methods, Instruments, and Computers, 36, 371–383.
Dale, P.S., Bates, E., Reznick, J.S., & Morisset, C. (1989). The validity of a parent report instrument of child language at twenty months. Journal of Child Language, 16, 239–249.
Della Rosa, P.A., Catricalà, E., Vigliocco, G., & Cappa, S.F. (2010). Beyond the abstract-concrete dichotomy: Mode of acquistion, concreteness, imageability, familiarity, age of acquistion, context availability and abstractness norms for a set of 417 Italian words. Behavior Research Methods, 42, 1042–1048.
Denham, S.A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behavior, 11, 1–48.
Dunn, L.M., & Dunn, D. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
Dunn, L.M., & Dunn, D.M. (2007). Peabody Picture Vocabulary Test (4th ed.). Circle Pines: American Guidance Service.
Dunn, L.M., Thériault-Whalen, C.M., & Dunn, D. (1993). Échelle de vocabulaire en images Peabody (EVIP) [Peabody Picture Vocabulary Test – Revised]. Toronto, ON: Psycan.
Elias, M.J., Zins, J.E., & Weissberg, R.P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Fehr, B., & Russell, J.A. (1984). Concept of emotion viewed from a prototype perspective. Journal of Experimental Psychology: General, 113, 464–486.
Fenson, L., Bates, E., Dale, P., Goodman, J., Reznick, J.S., & Thal, D. (2015). Measuring variability in early child language: Don’t shoot the messenger. Child Development, 71, 323–328.
Fliessbach, K., Weis, S., Klaver, P., Elger, C.E., & Weber, B. (2006). The effect of word concreteness on recognition memory. NeuroImage, 32, 1413–1421.
Gagnon, M., Gosselin, P., Buhs, I.H. der, Larocque, K., & Milliard, K. (2010). Children’s recognition and discrimination of fear and disgust facial expressions. Journal of Nonverbal Behavior, 34, 27–42.
Hadley, E.B., Dickinson, D.K., Hirsh-Pasek, K., & Nesbitt, K.T. (2016). Examining the acquisition of vocabulary knowledge depth among preschool students. Reading Research Quarterly, 51, 181–198.
Ibernon, L., Touchet, C., & Pochon, R. (2018). Emotion recognition as a real strength in Williams syndrome: Evidence from a dynamic nonverbal task. Frontiers in Psychology, 9, 463.
Izard, C.E., Schultz, D., Fine, S.E., Youngstrom, E., & Ackerman, B.P. (2000). Temperament, cognitive ability, emotion knowledge, and adaptive social behavior. Imagination, Cognition and Personality, 19, 305–330.
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18–23.
Kousta, S.-T., Vinson, D.P., & Vigliocco, G. (2009). Emotion words, regardless of polarity, have a processing advantage over neutral words. Cognition, 112, 473–481.
Law, J., & Roy, P. (2008). Parental report of infant language skills : A review of the development and application of the Communicative Development Inventories. Child and Adolescent Mental Health, 13, 198–206.
Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). MANULEX: A grade-level lexical database from French elementary school readers. Behavior Research Methods, Instruments, & Computers, 36, 156–166.
Li, Y., & Yu, D. (2015). Development of emotion word comprehension in Chinese children from 2 to 13 years old : Relationships with valence and empathy. PLoS One, 10, 1–18.
Lindquist, K.A., Barrett, L.F., Bliss-Moreau, E., & Russell, J.A. (2006). Language and the perception of emotion. Emotion, 6, 125–138.
Lundqvist, D., Flykt, A., & Öhman, A. (1998). The Karolinska Directed Emotional Faces – KDEF [CD ROM]. Solna, Sweden: Department of Clinical Neuroscience, Karolinska Institutet.
Maurer, M., Brackett, M.A., & Plain, F. (2004). Emotional literacy in the middle school: A 6-step program to promote social emotional and academic learning. Port Chester, NY: National Professional Resources/Dude Publishing.
McRae, K., & Jones, M. (2013). Semantic memory. In Reisberg, D. (Ed.), The Oxford handbook of cognitive psychology (pp. 232–239). Oxford, UK: Oxford University Press.
Paivio, A., & Yuille, J.C. (1966). Word abstractness and meaningfulness, and paired-associate learning in children. Journal of Experimental Child Psychology, 4, 81–89.
Pons, F., Lawson, J., Harris, P.L., & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347–353.
Raven, J.C., Court, J.H., & Raven, J. (1998). Progressive matrices couleur/Colored progressive matrices. Paris: Les Editions du Centre de Psychologie Appliquée.
Ridgeway, D., Waters, E., & Kuczaj, S.A. (1985). Acquisition of emotion-descriptive language : Receptive and productive vocabulary norms for ages 18 months to 6 years. Developmental Psychology, 21, 901–908.
Russell, J.A., & Widen, S.C. (2002a). A label superiority effect in children’s categorization of facial expressions. Social Development, 11, 30–52.
Russell, J.A., & Widen, S.C. (2002b). Words versus faces in evoking preschool children’s knowledge of the causes of emotions. International Journal of Behavioral Development, 26, 97–103.
Saarni, C. (1999). The development of emotional competence. New York, NY: Guilford Press.
Saarni, C. (2007). The development of emotional competence: Pathways for helping children to become emotionally intelligent. In Bar-On, R., Maree, J.G., & Elias, M.J. (Eds.), Educating people to be emotionally intelligent (pp. 15–35). Westport, CT: Praeger Publishers/Greenwood Publishing Group.
Salmon, K., Evans, I.M., Moskowitz, S., Grouden, M., Parkes, F., & Miller, E. (2013). The components of young children’s emotion knowledge: Which are enhanced by adult emotion talk? Social Development, 22, 94–110.
Schwanenflugel, P.J. (1991). Why are abstract concepts hard to understand? In Schwanenflugel, P.J. (Ed.), The psychology of word meanings (pp. 223–250). Hillsdale, NJ: Lawrence Erlbaum Associates.
Schwanenflugel, P.J., & Akin, C.E. (1994). Developmental trends in lexical decisions for abstract and concrete words. Reading Research Quarterly, 29, 250–264.
Schwanenflugel, P.J., Akin, C., & Luh, W.-M. (1992). Context availability and the recall of abstract and concrete words. Memory and Cognition, 20, 96–104.
Schwanenflugel, P.J., Harnishfeger, K., & Stowe, R. (1988). Context availability and lexical decisions for abstract and concrete words. Journal of Memory and Language, 27, 499–520.
Trentacosta, C.J., & Fine, S.E. (2010). Emotion knowledge, social competence, and behavior oroblems in childhood and adolescence: A meta-analytic review. Social Development, 19, 1–29.
Vigliocco, G., Meteyard, L., Andrews, M., & Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1–2, 219–247.
Wauters, L.N., Tellings, A., Van Bon, W.H.J., & Van Haaften, A.W. (2003). Mode of acquisition of word meanings: The viability of a theoretical construct. Applied Psycholinguistics, 24, 385–406.
Widen, S.C. (2013). Children’s interpretation of facial expressions: The long path from valence-based to specific discrete categories: Emotion Review 5, 72–77.
Widen, S.C., & Russell, J.A. (2008). Children acquire emotion categories gradually. Cognitive Development, 23, 291–312.
Widen, S.C., & Russell, J.A. (2010). Children’s scripts for social emotions: Causes and consequences are more central than are facial expressions. British Journal of Developmental Psychology, 28, 565–581.
Widen, S.C., & Russell, J.A. (2011). In building a script for an emotion, do preschoolers add its cause before its behavior consequence? Social Development, 20, 471–485.
Yuille, J.C., & Paivio, A. (1969). Abstractness and recall of connected discourse. Journal of Experimental Psychology, 82, 467–471.