1
|
Kelsey CM, Modico MA, Richards JE, Enlow MB, Nelson CA. Frontal asymmetry assessed in infancy using functional near-infrared spectroscopy is associated with emotional and behavioral problems in early childhood. Child Dev 2023; 94:563-578. [PMID: 36428283 PMCID: PMC9992105 DOI: 10.1111/cdev.13877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Frontal asymmetry (FA), the difference in brain activity between the left versus right frontal areas, is thought to reflect approach versus avoidance motivation. This study (2012-2021) used functional near-infrared spectroscopy to investigate if infant (Mage = 7.63 months; N = 90; n = 48 male; n = 75 White) FA in the dorsolateral prefrontal cortex relates to psychopathology in later childhood (Mage = 62.05 months). Greater right FA to happy faces was associated with increased internalizing (η2 = .09) and externalizing (η2 = .06) problems at age 5 years. Greater right FA to both happy and fearful faces was associated with an increased likelihood of a lifetime anxiety diagnosis (R2 > .13). FA may be an informative and early-emerging marker for psychopathology.
Collapse
Affiliation(s)
- Caroline M. Kelsey
- Department of Pediatrics, Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA, United States
- Department of Pediatrics, Harvard Medical School, Boston, MA, United States
| | - Margaret A. Modico
- Department of Pediatrics, Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA, United States
| | - John E. Richards
- Department of Psychology, University of South Carolina, Columbia, SC, United States
| | - Michelle Bosquet Enlow
- Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, MA, United States
- Department of Psychiatry, Harvard Medical School, Boston, MA, United States
| | - Charles A. Nelson
- Department of Pediatrics, Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA, United States
- Department of Pediatrics, Harvard Medical School, Boston, MA, United States
- Harvard Graduate School of Education, Cambridge, MA, United States
| |
Collapse
|
2
|
Ruba AL, Meltzoff AN, Repacholi BM. Superordinate categorization of negative facial expressions in infancy: The influence of labels. Dev Psychol 2020; 56:671-685. [PMID: 31999185 PMCID: PMC7060120 DOI: 10.1037/dev0000892] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Accurate perception of emotional (facial) expressions is an essential social skill. It is currently debated whether emotion categorization in infancy emerges in a "broad-to-narrow" pattern and the degree to which language influences this process. We used an habituation paradigm to explore (a) whether 14- and 18-month-old infants perceive different facial expressions (anger, sad, disgust) as belonging to a superordinate category of negative valence and (b) how verbal labels influence emotion category formation. Results indicated that infants did not spontaneously form a superordinate category of negative valence (Experiments 1 and 3). However, when a novel label ("toma") was added to each event during habituation trials (Experiments 2 and 4), infants formed this superordinate valance category when habituated to disgust and sad expressions (but not when habituated to anger and sadness). These labeling effects were obtained with two stimuli sets (Radboud Face Database and NimStim), even when controlling for the presence of teeth in the expressions. The results indicate that infants, at 14 and 18 months of age, show limited superordinate categorization based on the valence of different negative facial expressions. Specifically, infants only form this abstract emotion category when labels were provided, and the labeling effect depends on which emotions are presented during habituation. These findings have important implications for developmental theories of emotion. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Collapse
|
3
|
The Association of Children’s Locus of Control Orientation and Emotion Recognition Abilities at 8 Years of Age and Teachers’ Ratings of Their Personal and Social Difficulties at 10 Years. JOURNAL OF NONVERBAL BEHAVIOR 2019. [DOI: 10.1007/s10919-019-00304-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
|
4
|
Westerhof-Evers HJ, Visser-Keizer AC, Fasotti L, Spikman JM. Social cognition and emotion regulation: a multifaceted treatment (T-ScEmo) for patients with traumatic brain injury. Clin Rehabil 2019; 33:820-833. [PMID: 30798631 PMCID: PMC6482595 DOI: 10.1177/0269215519829803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
BACKGROUND Many patients with moderate to severe traumatic brain injury have deficits in social cognition. Social cognition refers to the ability to perceive, interpret, and act upon social information. Few studies have investigated the effectiveness of treatment for impairments of social cognition in patients with traumatic brain injury. Moreover, these studies have targeted only a single aspect of the problem. They all reported improvements, but evidence for transfer of learned skills to daily life was scarce. We evaluated a multifaceted treatment protocol for poor social cognition and emotion regulation impairments (called T-ScEmo) in patients with traumatic brain injury and found evidence for transfer to participation and quality of life. PURPOSE In the current paper, we describe the theoretical underpinning, the design, and the content of our treatment of social cognition and emotion regulation (T-ScEmo). THEORY INTO PRACTICE The multifaceted treatment that we describe is aimed at improving social cognition, regulation of social behavior and participation in everyday life. Some of the methods taught were already evidence-based and derived from existing studies. They were combined, modified, or extended with newly developed material. PROTOCOL DESIGN T-ScEmo consists of 20 one-hour individual sessions and incorporates three modules: (1) emotion perception, (2) perspective taking and theory of mind, and (3) regulation of social behavior. It includes goal-setting, psycho-education, function training, compensatory strategy training, self-monitoring, role-play with participation of a significant other, and homework assignments. RECOMMENDATIONS It is strongly recommended to offer all three modules, as they build upon each other. However, therapists can vary the time spent per module, in line with the patients' individual needs and goals. In future, development of e-learning modules and virtual reality sessions might shorten the treatment.
Collapse
Affiliation(s)
- Herma J Westerhof-Evers
- 1 Department of Clinical & Developmental Neuropsychology, University of Groningen, Groningen, The Netherlands.,2 Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Annemarie C Visser-Keizer
- 2 Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Luciano Fasotti
- 3 Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.,4 Klimmendaal Rehabilitation Center, Arnhem, The Netherlands
| | - Jacoba M Spikman
- 1 Department of Clinical & Developmental Neuropsychology, University of Groningen, Groningen, The Netherlands.,5 Department of Neuropsychology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| |
Collapse
|
5
|
The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems. ACTA ACUST UNITED AC 2016. [DOI: 10.1017/s1030011200025045] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
A significant proportion of people with learning difficulties have social problems, which are often considered to be the product of school failure. However, a number of studies have suggested that these social skill problems may relate to the inability to decode subtle visual cues of body language and facial expression. The majority of studies of facial expression, however, have viewed learning disability as a unitary condition, without taking account of specific sub‐types which may have more difficulty in processing visual cues, especially for facial emotion. This study investigated children aged 8 to 12 years who were divided into three learning disability sub‐groups: 1) a visual‐perceptual sub‐type called Irlen Syndrome (n=41); 2) a group with learning disabilities, but no indications of Irlen Syndrome (n=30); and 3) a normally achieving control group (n=31). The Irlen Syndrome sub‐group had significantly lower scores for interpreting emotion from facial expression than the two other groups. The learning disabled non‐lrlen sub‐group also had significantly lower scores than the control group, but with much smaller levels of significance than those between the Irlen and control groups.
Collapse
|
6
|
Garber J, Frankel SA, Herrington CG. Developmental Demands of Cognitive Behavioral Therapy for Depression in Children and Adolescents: Cognitive, Social, and Emotional Processes. Annu Rev Clin Psychol 2016; 12:181-216. [PMID: 27019397 PMCID: PMC5441981 DOI: 10.1146/annurev-clinpsy-032814-112836] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Although some treatments for depression in children and adolescents have been found to be efficacious, the effects sizes have tended to be modest. Thus, there is considerable room to improve upon existing depression treatments. Some children may respond poorly because they do not yet have the cognitive, social, or emotional maturity needed to understand and apply the skills being taught in therapy. Therefore, treatments for depression may need to be tailored to match children's ability to both comprehend and implement the therapeutic techniques. This review outlines the steps needed for such developmental tailoring: (a) Specify the skills being taught in depression treatments; (b) identify what cognitive, social, and emotional developmental abilities are needed to attain these skills; (c) describe the normative developmental course of these skills and how to determine a child's developmental level; and (d) use this information to design an individualized treatment plan. Possible approaches to intervening include: alter the therapy to meet the child's level of development, train the child on the skills needed to engage in the therapy, or apply a dynamic assessment approach that integrates evaluation into treatment and measures children's current abilities as well as their potential.
Collapse
Affiliation(s)
- Judy Garber
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
| | - Sarah A Frankel
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
| | - Catherine G Herrington
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721; , ,
| |
Collapse
|
7
|
Ciucci E, Baroncelli A, Nowicki S. Emotion perception accuracy and bias in face-to-face versus cyberbullying. The Journal of Genetic Psychology 2015; 175:382-400. [PMID: 25271816 DOI: 10.1080/00221325.2014.934653] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
The authors investigated the association of traditional and cyber forms of bullying and victimization with emotion perception accuracy and emotion perception bias. Four basic emotions were considered (i.e., happiness, sadness, anger, and fear); 526 middle school students (280 females; M age = 12.58 years, SD = 1.16 years) were recruited, and emotionality was controlled. Results indicated no significant findings for girls. Boys with higher levels of traditional bullying did not show any deficit in perception accuracy of emotions, but they were prone to identify happiness and fear in faces when a different emotion was expressed; in addition, male cyberbullying was related to greater accuracy in recognizing fear. In terms of the victims, cyber victims had a global problem in recognizing emotions and a specific problem in processing anger and fear. It was concluded that emotion perception accuracy and bias were associated with bullying and victimization for boys not only in traditional settings but also in the electronic ones. Implications of these findings for possible intervention are discussed.
Collapse
|
8
|
Facial expression training optimises viewing strategy in children and adults. PLoS One 2014; 9:e105418. [PMID: 25144680 PMCID: PMC4140761 DOI: 10.1371/journal.pone.0105418] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2014] [Accepted: 07/23/2014] [Indexed: 11/19/2022] Open
Abstract
This study investigated whether training-related improvements in facial expression categorization are facilitated by spontaneous changes in gaze behaviour in adults and nine-year old children. Four sessions of a self-paced, free-viewing training task required participants to categorize happy, sad and fear expressions with varying intensities. No instructions about eye movements were given. Eye-movements were recorded in the first and fourth training session. New faces were introduced in session four to establish transfer-effects of learning. Adults focused most on the eyes in all sessions and increased expression categorization accuracy after training coincided with a strengthening of this eye-bias in gaze allocation. In children, training-related behavioural improvements coincided with an overall shift in gaze-focus towards the eyes (resulting in more adult-like gaze-distributions) and towards the mouth for happy faces in the second fixation. Gaze-distributions were not influenced by the expression intensity or by the introduction of new faces. It was proposed that training enhanced the use of a uniform, predominantly eyes-biased, gaze strategy in children in order to optimise extraction of relevant cues for discrimination between subtle facial expressions.
Collapse
|
9
|
Meaux E, Hernandez N, Carteau-Martin I, Martineau J, Barthélémy C, Bonnet-Brilhault F, Batty M. Event-related potential and eye tracking evidence of the developmental dynamics of face processing. Eur J Neurosci 2014; 39:1349-62. [DOI: 10.1111/ejn.12496] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2012] [Revised: 11/12/2013] [Accepted: 12/30/2013] [Indexed: 11/28/2022]
Affiliation(s)
- Emilie Meaux
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Nadia Hernandez
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Isabelle Carteau-Martin
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Joëlle Martineau
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Catherine Barthélémy
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Frédérique Bonnet-Brilhault
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| | - Magali Batty
- Université François-Rabelais de Tours; Inserm; Imagerie et Cerveau UMR U 930; CHRU de Tours; Centre Universitaire de PédoPsychiatrie; Tours France
| |
Collapse
|
10
|
Meaux E, Roux S, Batty M. Early visual ERPs are influenced by individual emotional skills. Soc Cogn Affect Neurosci 2013; 9:1089-98. [PMID: 23720573 DOI: 10.1093/scan/nst084] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Processing information from faces is crucial to understanding others and to adapting to social life. Many studies have investigated responses to facial emotions to provide a better understanding of the processes and the neural networks involved. Moreover, several studies have revealed abnormalities of emotional face processing and their neural correlates in affective disorders. The aim of this study was to investigate whether early visual event-related potentials (ERPs) are affected by the emotional skills of healthy adults. Unfamiliar faces expressing the six basic emotions were presented to 28 young adults while recording visual ERPs. No specific task was required during the recording. Participants also completed the Social Skills Inventory (SSI) which measures social and emotional skills. The results confirmed that early visual ERPs (P1, N170) are affected by the emotions expressed by a face and also demonstrated that N170 and P2 are correlated to the emotional skills of healthy subjects. While N170 is sensitive to the subject's emotional sensitivity and expressivity, P2 is modulated by the ability of the subjects to control their emotions. We therefore suggest that N170 and P2 could be used as individual markers to assess strengths and weaknesses in emotional areas and could provide information for further investigations of affective disorders.
Collapse
Affiliation(s)
- Emilie Meaux
- UMR Inserm U930, Université François Rabelais de Tours, CHRU de Tours, Centre Universitaire de Pédopsychiatrie, 37044 Tours Cedex 9, France
| | - Sylvie Roux
- UMR Inserm U930, Université François Rabelais de Tours, CHRU de Tours, Centre Universitaire de Pédopsychiatrie, 37044 Tours Cedex 9, France
| | - Magali Batty
- UMR Inserm U930, Université François Rabelais de Tours, CHRU de Tours, Centre Universitaire de Pédopsychiatrie, 37044 Tours Cedex 9, France
| |
Collapse
|
11
|
O'Toole MS, Hougaard E, Mennin DS. Social anxiety and emotion knowledge: a meta-analysis. J Anxiety Disord 2013; 27:98-108. [PMID: 23247206 DOI: 10.1016/j.janxdis.2012.09.005] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/25/2012] [Revised: 09/25/2012] [Accepted: 09/27/2012] [Indexed: 10/27/2022]
Abstract
It has been proposed that social anxiety is associated with poor emotion knowledge (EK), although studies have revealed mixed results. The aim of the present paper was to systematically investigate the association between EK and both non-clinical and clinical social anxiety by means of meta-analyses. Systematic, electronic database literature searches were performed, and meta-analyses were conducted on 43 included studies. Results showed that social anxiety was negatively associated with EK. The strongest association was found between clinical levels of social anxiety and the ability to understand one's own emotions (intrapersonal EK). Regarding interpersonal EK, a subgroup analysis showed that social anxiety was more strongly associated with a decreased ability to understand complex emotions than to recognize basic emotions. No differences were found between patients with social anxiety disorder (SAD) and patients with other anxiety disorders. Although a large between study heterogeneity and differing methodologies may prevent any firm conclusions from being reached, the results indicate that poor EK may play an important role in SAD, and that it could be beneficial to target EK in the treatment of SAD.
Collapse
Affiliation(s)
- M S O'Toole
- Department of Psychology and Behavioral Sciences, Aarhus University, Denmark.
| | | | | |
Collapse
|
12
|
Glaser B, Lothe A, Chabloz M, Dukes D, Pasca C, Redoute J, Eliez S. Candidate socioemotional remediation program for individuals with intellectual disability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2012; 117:368-383. [PMID: 22998485 DOI: 10.1352/1944-7558-117.5.368] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The authors developed a computerized program, Vis-à-Vis (VAV), to improve socioemotional functioning and working memory in children with developmental disabilities. The authors subsequently tested whether participants showed signs of improving the targeted skills. VAV is composed of three modules: Focus on the Eyes, Emotion Recognition and Understanding, and Working Memory. Ten children with idiopathic developmental delay completed four 20-min weekly sessions of VAV for 12 weeks with an adult. Participants were evaluated before (Time 0) and after (Time 1) training and 6 months after remediation (Time 2). Subjects improved on all three modules during training and on emotion recognition and nonverbal reasoning post-VAV. These gains were still present at Time 2. VAV is a promising new tool for working on socioemotional impairments in hard-to-treat pediatric populations.
Collapse
|
13
|
Murphy NA, Isaacowitz DM. Age effects and gaze patterns in recognising emotional expressions: An in-depth look at gaze measures and covariates. Cogn Emot 2010. [DOI: 10.1080/02699930802664623] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
14
|
Goodfellow S, Nowicki S. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children. The Journal of Genetic Psychology 2009; 170:234-43. [DOI: 10.1080/00221320903218281] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
15
|
|
16
|
Radice-Neumann D, Zupan B, Babbage DR, Willer B. Overview of impaired facial affect recognition in persons with traumatic brain injury. Brain Inj 2009; 21:807-16. [PMID: 17676438 DOI: 10.1080/02699050701504281] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
PRIMARY OBJECTIVE To review the literature of affect recognition for persons with traumatic brain injury (TBI). It is suggested that impairment of affect recognition could be a significant problem for the TBI population and treatment strategies are recommended based on research for persons with autism. MAIN OUTCOMES AND RESULTS Research demonstrates that persons with TBI often have difficulty determining emotion from facial expressions. Studies show that poor interpersonal skills, which are associated with impaired affect recognition, are linked to a variety of negative outcomes. Theories suggest that facial affect recognition is achieved by interpreting important facial features and processing one's own emotions. These skills are often affected by TBI, depending on the areas damaged. Affect recognition impairments have also been identified in persons with autism. Successful interventions have already been developed for the autism population. Comparable neuroanatomical and behavioural findings between TBI and autism suggest that treatment approaches for autism may also benefit those with TBI. CONCLUSIONS Impaired facial affect recognition appears to be a significant problem for persons with TBI. Theories of affect recognition, strategies used in autism and teaching techniques commonly used in TBI need to be considered when developing treatments to improve affect recognition in persons with brain injury.
Collapse
Affiliation(s)
- Dawn Radice-Neumann
- Department of Rehabilitation Science, State University of New York at Buffalo, Buffalo, NY, USA
| | | | | | | |
Collapse
|
17
|
Hall JA, Andrzejewski SA, Yopchick JE. Psychosocial Correlates of Interpersonal Sensitivity: A Meta-Analysis. JOURNAL OF NONVERBAL BEHAVIOR 2009. [DOI: 10.1007/s10919-009-0070-5] [Citation(s) in RCA: 117] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
18
|
Mitchell RLC. Age-related decline in the ability to decode emotional prosody: Primary or secondary phenomenon? Cogn Emot 2007. [DOI: 10.1080/02699930601133994] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
19
|
Wocadlo C, Rieger I. Social skills and nonverbal decoding of emotions in very preterm children at early school age. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2007. [DOI: 10.1080/17405620500361894] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Crista Wocadlo
- a Royal Prince Alfred Women and Babies Hospital , Sydney, Australia
| | - Ingrid Rieger
- a Royal Prince Alfred Women and Babies Hospital , Sydney, Australia
| |
Collapse
|
20
|
Ulutaş İL, Ömeroğlu E. THE EFFECTS OF AN EMOTIONAL INTELLIGENCE EDUCATION PROGRAM ON THE EMOTIONAL INTELLIGENCE OF CHILDREN. SOCIAL BEHAVIOR AND PERSONALITY 2007. [DOI: 10.2224/sbp.2007.35.10.1365] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Our aim was to research the effect of emotional intelligence education on the emotional intelligence of young children. The sample group were 6-year-old children attending preschool classes (N = 120). A subgroup of 40 students attended a 12-week emotional intelligence program.
After 12 weeks the children were measured using the Sullivan Emotional Intelligence Scale (Sullivan, 1999); results showed that an emotional intelligence education program contributed significantly to children's emotional intelligence levels.
Collapse
|
21
|
Elfenbein HA. Learning in emotion judgments: Training and the cross-cultural understanding of facial expressions. JOURNAL OF NONVERBAL BEHAVIOR 2006. [DOI: 10.1007/s10919-005-0002-y] [Citation(s) in RCA: 49] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
22
|
Waters AM, Lipp OV, Spence SH. The effects of affective picture stimuli on blink modulation in adults and children. Biol Psychol 2005; 68:257-81. [PMID: 15620794 DOI: 10.1016/j.biopsycho.2004.05.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2003] [Accepted: 05/10/2004] [Indexed: 11/21/2022]
Abstract
Two experiments examined blink modulation during viewing of pleasant, neutral and unpleasant picture stimuli in non-selected adults (N = 21) and children (N = 60) and children with anxiety disorders (N = 12). Blink reflexes were elicited by a white noise probe of 105 dB at lead stimulus intervals of 60, 240, 3500, and 5000 ms and during intertrial intervals. Blink modulation during unpleasant pictures was significantly different from blink modulation during neutral pictures at the 60 ms lead interval in children whereas adults showed no significant differences. Picture content had no differential effect on the extent of blink modulation for adults or children at the 240 ms lead interval. At the long lead intervals, blink modulation during unpleasant and pleasant pictures was significantly larger than during neutral pictures in adults. Picture valence did not differentially affect the extent of blink modulation at long lead intervals in children. Comparing the extent of blink modulation in anxious and non-selected children, blinks were significantly modulated during unpleasant pictures at the 60 ms lead interval for both groups. However, the extent of blink modulation was larger overall at this very short lead interval in anxious children. Children did not differ at other lead intervals.
Collapse
Affiliation(s)
- Allison M Waters
- School of Psychology, University of Queensland, Brisbane, Qld, Australia.
| | | | | |
Collapse
|
23
|
Murray C, Murray KM. Child level correlates of teacher-student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations. PSYCHOLOGY IN THE SCHOOLS 2004. [DOI: 10.1002/pits.20015] [Citation(s) in RCA: 154] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
|