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behind their non-DLD peers on the non-verbal task for emotion discrimination, while catching up on the verbal tasks for emotion identification and attribution. The two groups developed most of these skills with a similar improvement over time, but DLD children showed a greater increase in positive emotion identification and attribution with age than non-DLD children.\n\nConclusions and implications: The findings showed the potential of DLD children to understand others’ emotions in verbal tasks to a similar extent as their non-DLD peers. However, DLD children may still face difficulties understanding more implicit emotional messages in real-life situations, and longitudinal follow-ups are required to reveal these challenges."},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2024"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"developmental language disorder"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"emotion understanding"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"emotional development"}},{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"longitudinal study"}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"Tsou, Y. 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