Modifiability in emotional understanding among children with learning disabilities

David Tzuriel, Hani Schorr-Edelsztein, Nirit Bauminger-Zvieli

    Research output: Contribution to journalArticlepeer-review


    Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understanding using a short-term mediation program aimed at enhancing emotional understanding among children with SLD as compared with typically developing (TD) children, (b) the correlation of language ability with emotional understanding. A sample of 64 boys with SLD and 33 TD boys (9–11 years old) were administered emotional understanding measures, and tests of language processing. The children were given the Language of Emotions Mediation Program and retested on the emotional understanding measures. Children with SLD revealed initial lower level of emotional understanding than TD children but higher pre-to postmediation improvement. The correlation between emotional understanding measures and verbal ability decreased from pre-to postmediation only in children with SLD. These findings indicate less cohesiveness between the two domains because of the mediation program.

    Original languageEnglish
    Pages (from-to)135-150
    Number of pages16
    JournalJournal of Cognitive Education and Psychology
    Issue number2
    StatePublished - 2018


    • Dynamic assessment
    • Emotional modifiability
    • Emotional understanding
    • Learning disability
    • Mediation
    • Verbal ability

    All Science Journal Classification (ASJC) codes

    • Education
    • Experimental and Cognitive Psychology
    • Developmental and Educational Psychology


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