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Robinson MD. Ability-Related Emotional Intelligence: An Introduction. J Intell 2024; 12:51. [PMID: 38786653 PMCID: PMC11121825 DOI: 10.3390/jintelligence12050051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2024] [Revised: 05/15/2024] [Accepted: 05/17/2024] [Indexed: 05/25/2024] Open
Abstract
Emotionally intelligent people are thought to be more skilled in recognizing, thinking about, using, and regulating emotions. This construct has garnered considerable interest, but initial enthusiasm has faded and it is time to take stock. There is consensus that ability-related measures of emotional intelligence (EI) can be favored to self-report tests, in part because the resulting scores cannot be equated with personality traits. However, there are questions surrounding measurement as well as predictive value. Experts in the field were encouraged to chart new directions, with the idea that these new directions could reinvigorate EI scholarship. Special Issue papers speak to theory, mechanism, measurement, and training. In addition, these papers seek to forge links with research traditions focused on interpersonal perception, emotional awareness, and emotion regulation. As a result of these efforts, new insights into what EI is and how it works can be anticipated in upcoming years.
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Affiliation(s)
- Michael D Robinson
- Psychology, NDSU Department 2765, P.O. Box 6050, Fargo, ND 58108-6050, USA
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2
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Demkowicz O, Panayiotou M, Qualter P, Humphrey N. Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation. Dev Psychopathol 2024; 36:562-577. [PMID: 36734229 DOI: 10.1017/s0954579422001407] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Early adolescence is a vulnerable period for emotional distress. Both emotion regulation and social connection to peers and family adults are understood to be associated with distress. However, existing longitudinal work has not explored these constructs jointly in a way that estimates their reciprocal relationships over adolescence. We present a three-wave random-intercepts cross-lagged panel model of reciprocal relationships between emotional distress, perceived emotion regulation, and social connections during early adolescence, among 15,864 participants from education settings in disadvantaged areas of England, over three annual waves (at ages 11/12, 12/13, and 13/14 years). Findings showed that emotional distress and perceived emotion regulation share a negative relationship over time, and that higher perceived emotion regulation predicts greater family connection in the initial stages of early adolescence (from age 11-12 to 12-13 years). Findings also indicated that connection to peers is positively associated with family connection, but also positively predicts slightly greater distress in the later stages of early adolescence (from age 12-13 to 13-14 years). Findings indicate a risk of negative spiral between emotional distress and perceived emotion regulation in early adolescence, and that social connection may not necessarily play the role we might expect in reducing distress.
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Affiliation(s)
- Ola Demkowicz
- Manchester Institute of Education, The University of Manchester, UK
| | | | - Pamela Qualter
- Manchester Institute of Education, The University of Manchester, UK
| | - Neil Humphrey
- Manchester Institute of Education, The University of Manchester, UK
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3
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Lynch SF, Perlstein S, Ordway C, Jones C, Lembcke H, Waller R, Wagner NJ. Parasympathetic Nervous System Functioning Moderates the Associations between Callous-Unemotional Traits and Emotion Understanding Difficulties in Late Childhood. CHILDREN (BASEL, SWITZERLAND) 2024; 11:184. [PMID: 38397296 PMCID: PMC10887086 DOI: 10.3390/children11020184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 01/18/2024] [Accepted: 01/23/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Callous-unemotional (CU) traits are characterized by low empathy, guilt, and prosociality, putting children at risk for lifespan antisocial behavior. Elevated CU traits have been linked separately to difficulties with emotion understanding (i.e., identifying emotional states of others) and disrupted parasympathetic nervous system (PNS) functioning. However, no study has investigated how PNS functioning and emotion understanding are jointly related to CU traits. METHOD We explored associations between CU traits, emotion understanding, and PNS functioning (indexed via respiratory sinus arrhythmia [RSA]) among children aged 7-10 years old (n = 55). We also tested whether deficits in emotion understanding differ across specific emotions (i.e., fear, pain, happiness, anger). Each child's RSA was continuously recorded while they watched a film that included emotionally evocative social interactions. To assess emotion understanding, children identified emotions replayed in 1s animations of scenes from the film. Parents reported on child CU traits, conduct problems, and demographic information. RESULTS Higher CU traits were related to lower emotion understanding (β = -0.43, p = 0.03). PNS activity during the film moderated this association (β = -0.47, p < 0.001), such that CU traits were associated with lower emotion understanding among children with mean (B = -0.01, t = -2.46, p = 0.02) or high (i.e., 1 SD > M; B = -0.02, t = -3.00, p < 0.001) RSA levels during the film, but not among children with low RSA levels (i.e., 1 SD < M; B = 0.00, t = -0.53, p = 0.60). Moreover, we found that the observed moderated associations are driven by deficits in fear, specifically. CONCLUSIONS The link between poorer emotion understanding, fear understanding in particular, and CU traits was attenuated for children who demonstrated patterns of PNS functioning consistent with attentional engagement while viewing the emotion stimuli.
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Affiliation(s)
- Sarah F. Lynch
- Developmental Sciences, Department of Psychological and Brain Sciences, Boston University, Boston, MA 02215, USA; (S.F.L.); (C.O.)
| | - Samantha Perlstein
- Clinical Psychology, Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA; (S.P.); (C.J.)
| | - Cora Ordway
- Developmental Sciences, Department of Psychological and Brain Sciences, Boston University, Boston, MA 02215, USA; (S.F.L.); (C.O.)
| | - Callie Jones
- Clinical Psychology, Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA; (S.P.); (C.J.)
| | - Hanna Lembcke
- Department of General Psychology, University of Hagen, 58097 Hagen, Germany;
| | - Rebecca Waller
- Clinical Psychology, Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA; (S.P.); (C.J.)
| | - Nicholas J. Wagner
- Developmental Sciences, Department of Psychological and Brain Sciences, Boston University, Boston, MA 02215, USA; (S.F.L.); (C.O.)
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Ikeda A, Hakuno Y, Asada K, Ikeda T, Yamagata T, Hirai M. Development of emotion comprehension in children with autism spectrum disorder and Williams syndrome. Autism Res 2023; 16:2378-2390. [PMID: 37975148 DOI: 10.1002/aur.3053] [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] [Received: 05/22/2023] [Accepted: 10/19/2023] [Indexed: 11/19/2023]
Abstract
Although research has shed light on the development of emotion comprehension in typically developing children, little is known about emotion comprehension in children who are developing atypically. Thus, this study examined the developmental trajectory of emotion understanding in non-clinical (NC) children and children with autism spectrum disorder (ASD) and Williams syndrome (WS) using a Test of Emotion Comprehension. In the test, we measured children's understanding of (I) recognition of emotions based on facial expressions, (II) external causes of emotions, (III) desire-based emotions, (IV) belief-based emotions, (V) the influence of a reminder on a present emotional state, (VI) regulating an experienced emotion, (VII) hiding an emotional state, (VIII) mixed emotions, and (IX) moral emotions. A Bayesian modeling approach was applied to compare the developmental trajectories of emotion understanding across the syndrome groups. The results revealed that NC children and children with WS followed significantly different developmental trajectories in specific aspects of emotion understanding, while children with ASD followed a very similar path to NC children. Children with ASD and NC children gradually developed an understanding of each component of emotion comprehension as they matured. However, the understanding of some components, such as desire-based emotions, hiding an emotional state, and moral emotions, in children with WS was affected by their Autism Spectrum Quotient scores. This is one of the first cross-syndrome studies to assess the development of emotion comprehension in children with ASD and WS, providing important insights for understanding the nature of disability and advancing the development of intervention programs.
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Affiliation(s)
- Ayaka Ikeda
- School of Human Sciences, Senshu University, Kawasaki, Japan
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
| | - Yoko Hakuno
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
- Global Research Institute, Keio University, Tokyo, Japan
| | - Kosuke Asada
- Faculty of Sociology, Toyo University, Tokyo, Japan
| | - Takahiro Ikeda
- Department of Pediatrics, Jichi Medical University, Tochigi, Japan
| | | | - Masahiro Hirai
- Center for Development of Advanced Medical Technology, Jichi Medical University, Tochigi, Japan
- Department of Pediatrics, Jichi Medical University, Tochigi, Japan
- Department of Cognitive and Psychological Sciences, Graduate School of Informatics, Nagoya University, Nagoya, Japan
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5
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Floman JL, Brackett MA, LaPalme ML, Ponnock AR, Barsade SG, Doyle A. Development and Validation of an Ability Measure of Emotion Understanding: The Core Relational Themes of Emotion (CORE) Test. J Intell 2023; 11:195. [PMID: 37888427 PMCID: PMC10607998 DOI: 10.3390/jintelligence11100195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 08/27/2023] [Accepted: 09/19/2023] [Indexed: 10/28/2023] Open
Abstract
Emotion understanding (EU) ability is associated with healthy social functioning and psychological well-being. Across three studies, we develop and present validity evidence for the Core Relational Themes of Emotions (CORE) Test. The test measures people's ability to identify relational themes underlying 19 positive and negative emotions. Relational themes are consistencies in the meaning people assign to emotional experiences. In Study 1, we developed and refined the test items employing a literature review, expert panel, and confusion matrix with a demographically diverse sample. Correctness criteria were determined using theory and prior research, and a progressive (degrees of correctness) paradigm was utilized to score the test. In Study 2, the CORE demonstrated high internal consistency and a confirmatory factor analysis supported the unidimensional factor structure. The CORE showed evidence of convergence with established EU ability measures and divergent relationships with verbal intelligence and demographic characteristics, supporting its construct validity. Also, the CORE was associated with less relational conflict. In Study 3, the CORE was associated with more adaptive and less maladaptive coping and higher well-being on multiple indicators. A set of effects remained, accounting for variance from a widely used EU test, supporting the CORE's incremental validity. Theoretical and methodological contributions are discussed.
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Affiliation(s)
- James L. Floman
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT 06511, USA
| | - Marc A. Brackett
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT 06511, USA
| | - Matthew L. LaPalme
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT 06511, USA
| | - Annette R. Ponnock
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT 06511, USA
| | - Sigal G. Barsade
- Wharton School, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Aidan Doyle
- Yale Center for Emotional Intelligence, Yale University, New Haven, CT 06511, USA
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6
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Elsayed NM, Luby JL, Barch DM. Contributions of socioeconomic status and cognition to emotion processes and internalizing psychopathology in childhood and adolescence: A systematic review. Neurosci Biobehav Rev 2023; 152:105303. [PMID: 37414378 DOI: 10.1016/j.neubiorev.2023.105303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 06/27/2023] [Accepted: 07/02/2023] [Indexed: 07/08/2023]
Abstract
This systematic review evaluated evidence from 25 manuscripts regarding three possible relationships of socioeconomic disadvantage (SESD) and cognition to emotion knowledge (EK), emotion regulation (ER), and internalizing psychopathology (IP) across development; a) independent contributions of disadvantage and cognition; b) cognition mediates relations of disadvantage; or c) cognition moderates' relations of disadvantage. Results support associations between SESD and cognition to emotion that differ by cognitive domain and developmental epoch. For EK, in early and middle childhood language and executive functions contribute to EK independent of SESD, and early childhood executive functions may interact with socioeconomic status (SES) to predict prospective EK. Regarding ER, language contributes to ER independent of SES across development and may mediate associations between SES and ER in adolescence. Regarding IP, SES, language, executive function, and general ability have independent contributions to IP across development; in adolescence executive function may mediate or moderate associations between SES and IP. Findings highlight the need for nuanced and developmentally sensitive research on the contributions of SESD and domains of cognition to emotion.
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Affiliation(s)
| | - Joan L Luby
- Washington University School of Medicine in St. Louis, MO, USA
| | - Deanna M Barch
- Washington University School of Medicine in St. Louis, MO, USA; Washington University in St. Louis, MO, USA
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7
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Naumann S, Bayer M, Kirst S, van der Meer E, Dziobek I. A randomized controlled trial on the digital socio-emotional competence training Zirkus Empathico for preschoolers. NPJ SCIENCE OF LEARNING 2023; 8:20. [PMID: 37336872 DOI: 10.1038/s41539-023-00169-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Accepted: 06/05/2023] [Indexed: 06/21/2023]
Abstract
In this randomized controlled trial (RCT), the digital socio-emotional competence training Zirkus Empathico was tested in 74 Central European children (5.1 (0.9) years; 34 females) within a longitudinal design (three time points: T1 = pre-training; T2 = immediately following 6-week training, T3 = 3-month follow-up). The pre-registered primary outcome was empathy, secondary outcomes included emotion recognition, prosocial behavior, and behavioral problem reduction; furthermore, children's neural sensitivity to facial expressions quantified with event-related potentials. Compared to controls (N = 38), Zirkus Empathico participants (N = 36) showed increases in empathy (d = 0.28 [-0.17, 0.76]), emotion recognition (d = 0.57 [0.01, 1.06]), prosocial behavior (d = 0.51 [0.05, 0.99]) and reduced behavioral problems (d = 0.54 [0.08, 1.03]). They also showed larger P3 amplitudes to happy vs. angry and neutral facial expressions post-training. Thus, Zirkus Empathico may be a promising digital training for social competence in preschoolers.
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Affiliation(s)
- Sandra Naumann
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany.
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany.
| | - Mareike Bayer
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Simone Kirst
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Elke van der Meer
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Isabel Dziobek
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany
- Department of Psychology, Institute of Life Sciences, Humboldt-Universität zu Berlin, Berlin, Germany
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8
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Wigelsworth M, Mason C, Verity L, Humphrey N, Qualter P. A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision. SCHOOL MENTAL HEALTH 2023; 15:1-12. [PMID: 37359160 PMCID: PMC10174615 DOI: 10.1007/s12310-023-09585-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/12/2023] [Indexed: 06/28/2023]
Abstract
Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting 'core components' of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited 'five core competency' model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL's core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of 'core components' is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.
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Affiliation(s)
- Michael Wigelsworth
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Carla Mason
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Lily Verity
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Neil Humphrey
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
| | - Pamela Qualter
- Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England
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9
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Dela Cruz KL, Kelsey CM, Tong X, Grossmann T. Infant and maternal responses to emotional facial expressions: A longitudinal study. Infant Behav Dev 2023; 71:101818. [PMID: 36739815 PMCID: PMC10257770 DOI: 10.1016/j.infbeh.2023.101818] [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] [Received: 02/01/2022] [Revised: 01/09/2023] [Accepted: 01/09/2023] [Indexed: 02/05/2023]
Abstract
The current longitudinal study (N = 107) examined mothers' facial emotion recognition using reaction time and their infants' affect-based attention at 5, 7, and 14 months of age using eyetracking. Our results, examining maternal and infant responses to angry, fearful and happy facial expressions, show that only maternal responses to angry facial expressions were robustly and positively linked across time points, indexing a consistent trait-like response to social threat among mothers. However, neither maternal responses to happy or fearful facial expressions nor infant responses to all three facial emotions show such consistency, pointing to the changeable nature of facial emotion processing, especially among infants. In general, infants' attention toward negative emotions (i.e., angry and fear) at earlier timepoints was linked to their affect-biased attention for these emotions at 14 months but showed greater dynamic change across time. Moreover, our results provide limited evidence for developmental continuity in processing negative emotions and for the bidirectional interplay of infant affect-biased attention and maternal facial emotion recognition. This pattern of findings suggests that infants' affect-biased attention to facial expressions of emotion are characterized by dynamic changes.
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Affiliation(s)
- Kenn L Dela Cruz
- Department of Psychology, University of Virginia, Charlottesville, VA, USA.
| | - Caroline M Kelsey
- Department of Pediatrics, Division of Developmental Medicine, Boston Children's Hospital, Boston, MA, USA; Department of Pediatrics, Harvard Medical School, Boston, MA, USA
| | - Xin Tong
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| | - Tobias Grossmann
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
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10
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Abstract
Frameworks of emotional development have tended to focus on how environmental factors shape children's emotion understanding. However, individual experiences of emotion represent a complex interplay between both external environmental inputs and internal somatovisceral signaling. Here, we discuss the importance of afferent signals and coordination between central and peripheral mechanisms in affective response processing. We propose that incorporating somatovisceral theories of emotions into frameworks of emotional development can inform how children understand emotions in themselves and others. We highlight promising directions for future research on emotional development incorporating this perspective, namely afferent cardiac processing and interoception, immune activation, physiological synchrony, and social touch.
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Affiliation(s)
- Kelly E Faig
- Department of Psychology, Hamilton College, 198 College Hill Road, Clinton, NY 13502
| | - Karen E Smith
- Department of Psychology, the University of Wisconsin, 1500 Highland Blvd, Madison, WI, 53705
| | - Stephanie J Dimitroff
- Department of Psychology, Universität Konstanz, Universitätsstraße 10, 78464 Konstanz, Germany
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11
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Price GF, Ogren M, Sandhofer CM. Sorting out emotions: How labels influence emotion categorization. Dev Psychol 2022; 58:1665-1675. [PMID: 35653758 PMCID: PMC9586707 DOI: 10.1037/dev0001391] [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: 11/08/2022]
Abstract
The ability to categorize emotions has long-term implications for children's social and emotional development. Therefore, identifying factors that influence early emotion categorization is of great importance. Yet, whether and how language impacts emotion category development is still widely debated. The present study aimed to assess how labels influence young children's ability to group faces into emotion categories for both earliest-learned and later-learned emotion categories. Across two studies, 128 two- and 3-year-olds (77 female; Mean age = 3.04 years; 35.9% White, 12.5% Multiple ethnicities or races, 6.3% Asian, 3.1% Black, and 42.2% not reported) were presented with three emotion categories (Study 1 = happy, sad, angry; Study 2 = surprised, disgusted, afraid). Children sorted 30 images of adults posing stereotypical facial expressions into one of the three categories. Children were randomly assigned to either hear the emotion labels before sorting (e.g., "happy faces go here") or were not given labels (e.g., "faces like this go here"). Study 1 results indicated no significant effects of labels for earlier-learned emotion categories, F(1, 60) = .94, p = .337, ηp² = .013. However, the Study 2 results revealed that labels improved emotion categorization for later-learned categories, F(1, 60) = 8.15, p = .006, ηp² = .024. Taken together, these results suggest that labels are important for emotion categorization, but the impact of labels may depend on children's familiarity with the emotion category. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Kuchirko Y, Bennet A, Nisanova L, De Sousa J. “Like Two Musketeers”: Socialization beliefs about toddler's friendships among Dominican, Mexican, and African American mothers. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Yana Kuchirko
- Brooklyn College City University of New York New York USA
| | | | - Linda Nisanova
- Brooklyn College City University of New York New York USA
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Tan L, Volling BL, Gonzalez R, LaBounty J, Rosenberg L. Growth in emotion understanding across early childhood: A cohort-sequential model of firstborn children across the transition to siblinghood. Child Dev 2022; 93:e299-e314. [PMID: 34970992 PMCID: PMC9851428 DOI: 10.1111/cdev.13729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity.
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Affiliation(s)
- Lin Tan
- Department of Psychology, University of Michigan
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14
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Song Q, Smiley PA, Doan SN. The moderating effect of facial emotion recognition in maternal emotion socialization and child socioemotional adjustment. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Qingfang Song
- Western Kentucky University Bowling Green Kentucky USA
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15
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Harris PL, Cheng L. Evidence for similar conceptual progress across diverse cultures in children’s understanding of emotion. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022. [DOI: 10.1177/01650254221077329] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Research with adults has increasingly moved beyond the focus on a small set of allegedly basic emotions, each associated with a signature facial expression. That expansion has been accompanied by a greater emphasis on the potential variability of emotion concepts across different cultural settings. In this conceptual review of children’s understanding of emotion, we argue that it is also important in developmental research to look beyond the small set of emotions associated with distinctive facial expressions. At the same time, we caution against any premature rejection of a universalist approach to children’s understanding of emotion. We review three different lines of evidence in support of this stance: (1) children’s ability to appropriately cite situational elicitors for emotions beyond the basic set; (2) their developing understanding of the relations between emotions and other mental processes; and (3) their realization that a person’s facially expressed emotion may not indicate their felt emotion. In each of these three domains, we target studies that have included children from a variety of cultures to assess how far they respond similarly or differently. We conclude that there is robust evidence for similar conceptual progress in children’s understanding of emotion across a range of cultural settings.
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Voltmer K, von Salisch M. The feeling thinking talking intervention with teachers advances young children's emotion knowledge. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Katharina Voltmer
- Leuphana Universitat Luneburg Institute for Psychology Universitätsallee 1 Lueneburg Germany
| | - Maria von Salisch
- Leuphana Universitat Luneburg Institute for Psychology Universitätsallee 1 Lueneburg Germany
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Wigelsworth M, Mason C, Verity L, Qualter P, Humphrey N. Making a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2004863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Culture shapes preschoolers’ emotion recognition but not emotion comprehension: a cross-cultural study in Germany and Singapore. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2022. [DOI: 10.1007/s41809-021-00093-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AbstractContemporary approaches suggest that emotions are shaped by culture. Children growing up in different cultures experience culture-specific emotion socialization practices. As a result, children growing up in Western societies (e.g., US or UK) rely on explicit, semantic information, whereas children from East Asian cultures (e.g., China or Japan) are more sensitive towards implicit, contextual cues when confronted with others’ emotions. The aim of the present study was to investigate two aspects of preschoolers’ emotion understanding (emotion recognition and emotion comprehension) in a cross-cultural setting. To this end, Singaporean and German preschoolers were tested with an emotion recognition task employing European-American and East Asian child’s faces and the Test of Emotion Comprehension (TEC; Pons et al., 2004). In total, 129 German and Singaporean preschoolers (mean age 5.34 years) participated. Results indicate that preschoolers were able to recognize emotions of child’s faces above chance level. In line with previous findings, Singaporean preschoolers were more accurate in recognizing emotions from facial stimuli compared to German preschoolers. Accordingly, Singaporean preschoolers outperformed German preschoolers in the Recognition component of the TEC. The overall performance in TEC did not differ between the two samples. Findings of this study provide further evidence that emotion understanding is culturally shaped in accordance with culture-specific emotion socialization practices.
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Voltmer K, von Salisch M. The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity. Front Psychiatry 2022; 13:901304. [PMID: 35873242 PMCID: PMC9304981 DOI: 10.3389/fpsyt.2022.901304] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 06/20/2022] [Indexed: 11/13/2022] Open
Abstract
Children with an advanced knowledge of emotions are generally more socially competent, less likely to suffer from psychopathology, and more likely to succeed in school, both socially and academically. The assessment of children's emotion knowledge has thus gained importance in recent decades - both in psychiatric practice and in developmental and educational psychology. However, there is still a lack of appropriate instruments for assessing children's emotion knowledge in a performance test reliably, and for a broad age range. The Adaptive Test of Emotion Knowledge (ATEM 3-9) is a newly developed measure which encompasses seven components of emotion knowledge in 3-9-year-olds. The ATEM 3-9 is an adaptive test which uses skip and dropout rules to adjust for children's varying levels of knowledge. In addition to German, the ATEM has been translated into English and Hebrew. The German norming sample of the ATEM 3-9 comprises N = 882 (54% female, 21% bilingual) children between the ages of 3 and 9 years, who were divided into seven age groups. Test items, which are ordered according to the item response theory, showed a good fit to a seven-dimensional model reflecting the seven components. The internal consistencies of the dimensions are acceptable to good. Construct validity was examined by means of correlations with other measures of emotion knowledge, as well as measures on language skills and executive functions in a subsample. This resulted in medium size correlations in the expected directions. In addition, children with externalizing and internalizing disorders who were recruited in psychiatric in- and outpatient clinics showed deficits in various components of emotion knowledge when compared to their agemates in the norming sample. Overall, the ATEM 3-9 is well suited to measure individual components of emotion knowledge in children and to obtain a differentiated picture of the various aspects of emotion knowledge. The ATEM 3-9 thus supports the investigation of the development of social-emotional competencies in normative development (e.g., school readiness) and in social-emotional-learning interventions. Furthermore, it is suitable as an instrument for the differentiated assessment of (progress of) children's emotion knowledge in clinical child psychology and psychiatry.
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Affiliation(s)
- Katharina Voltmer
- Institute of Psychology, Leuphana University Lüneburg, Lüneburg, Germany
| | - Maria von Salisch
- Institute of Psychology, Leuphana University Lüneburg, Lüneburg, Germany
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Edge D, Newbold A, Ehring T, Rosenkranz T, Frost M, Watkins ER. Reducing worry and rumination in young adults via a mobile phone app: study protocol of the ECoWeB (Emotional Competence for Well-Being in Young Adults) randomised controlled trial focused on repetitive negative thinking. BMC Psychiatry 2021; 21:519. [PMID: 34674669 PMCID: PMC8532278 DOI: 10.1186/s12888-021-03536-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 10/12/2021] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Promoting well-being and preventing poor mental health in young people is a major global priority. Building emotional competence skills via a mobile app may be an effective, scalable and acceptable way to do this. A particular risk factor for anxiety and depression is elevated worry and rumination (repetitive negative thinking, RNT). An app designed to reduce RNT may prevent future incidence of depression and anxiety. METHOD/DESIGN The Emotional Competence for Well-Being in Young Adults study developed an emotional competence app to be tested via randomised controlled trials in a longitudinal prospective cohort. This off-shoot study adapts the app to focus on targeting RNT (worry, rumination), known risk factors for poor mental health. In this study, 16-24 year olds in the UK, who report elevated worry and rumination on standardised questionnaires are randomised to (i) receive the RNT-targeting app immediately for 6 weeks (ii) a waiting list control who receive the app after 6 weeks. In total, the study will aim to recruit 204 participants, with no current diagnosis of major depression, bipolar disorder or psychosis, across the UK. Assessments take place at baseline (pre-randomisation), 6 and 12 weeks post-randomisation. Primary endpoint and outcome for the study is level of rumination assessed on the Rumination Response Styles Questionnaire at 6 weeks. Worry, depressive symptoms, anxiety symptoms and well-being are secondary outcomes. Compliance, adverse events and potentially mediating variables will be carefully monitored. DISCUSSION This trial aims to better understand the benefits of tackling RNT via an mobile phone app intervention in young people. This prevention mechanism trial will establish whether targeting worry and rumination directly via an app provides a feasible approach to prevent depression and anxiety, with scope to become a widescale public health strategy for preventing poor mental health and promoting well-being in young people. TRIAL REGISTRATION ClinicalTrials.gov , NCT04950257 . Registered 6 July 2021 - Retrospectively registered.
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Affiliation(s)
- Daniel Edge
- grid.8391.30000 0004 1936 8024Mood Disorders Centre, School of Psychology, University of Exeter, Exeter, EX4 4LN UK
| | - Alexandra Newbold
- grid.8391.30000 0004 1936 8024Mood Disorders Centre, School of Psychology, University of Exeter, Exeter, EX4 4LN UK
| | | | | | | | - Edward R. Watkins
- grid.8391.30000 0004 1936 8024Mood Disorders Centre, School of Psychology, University of Exeter, Exeter, EX4 4LN UK
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21
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Why do I feel the way I do? Emotional dysregulation and the need to understand the causes of emotions. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00440-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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22
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Emotion theories as a scoring rationale for tests of emotional understanding. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.111034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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23
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Garner PW, Shadur JM, Toney T. The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22567] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Pamela W. Garner
- School of Integrative Studies (Childhood Studies) & Human Development and Family Science George Mason University Fairfax Virginia USA
| | - Julia M. Shadur
- School of Integrative Studies (Childhood Studies) & Human Development and Family Science George Mason University Fairfax Virginia USA
| | - Tamera Toney
- School Psychology Program, College of Education and Human Development George Mason University Fairfax Virginia USA
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Lane RD, Smith R. Levels of Emotional Awareness: Theory and Measurement of a Socio-Emotional Skill. J Intell 2021; 9:42. [PMID: 34449662 PMCID: PMC8395748 DOI: 10.3390/jintelligence9030042] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2021] [Revised: 08/02/2021] [Accepted: 08/09/2021] [Indexed: 12/13/2022] Open
Abstract
Emotional awareness is the ability to conceptualize and describe one's own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget's theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale (LEAS). Since then, a large number of studies have been completed in healthy volunteers and clinical populations including those with mental health or systemic medical disorders. Along the way, there have also been further refinements and adaptations of the LEAS such as the creation of a digital version in addition to further advances in the theory itself. This review aims to provide a comprehensive summary of the evolving theoretical background, measurement methods, and empirical findings with the LEAS. The LEAS is a reliable and valid measure of emotional awareness. Evidence suggests that emotional awareness facilitates better emotion self-regulation, better ability to navigate complex social situations and enjoy relationships, and better physical and mental health. This is a relatively new but promising area of research in the domain of socio-emotional skills. The paper concludes with some recommendations for future research.
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Affiliation(s)
- Richard D. Lane
- Department of Psychiatry, University of Arizona, 1501 N. Campbell Ave., Tucson, AZ 85724, USA
| | - Ryan Smith
- Laureate Institute for Brain Research, 6655 South Yale Ave., Tulsa, OK 74136, USA;
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Park KH, Park ES, Jo SM, Seo MH, Song YO, Jang SJ. Effects of a Short Emotional Management Program on Inpatients with Schizophrenia: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105497. [PMID: 34065556 PMCID: PMC8160633 DOI: 10.3390/ijerph18105497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 05/12/2021] [Accepted: 05/19/2021] [Indexed: 12/26/2022]
Abstract
The prevalence of schizophrenia is gradually increasing worldwide. Many patients with schizophrenia have a diminished ability to empathize and to detect their own emotions or those of others, deteriorating their social functioning and their quality of life. Nonetheless, emotional management training may improve patients' emotion recognition, emotional expression, and negative symptoms. Developing and applying a short but effective program that reflects the current medical environment, in which hospital stays are ever-diminishing, is warranted. This one-group, pretest-posttest, quasi-experimental pilot study aimed to examine the effects of a short emotional management program (EMP-S) on 17 patients with chronic schizophrenia. Participants were patients hospitalized in the National Center for Mental Health in Korea. After the completion of a twice-a-week, eight-session, four-week long EMP-S, participants showed improvements in emotion recognition, emotional expression, and negative symptoms. Our results suggest the applicability and potential effectiveness of the EMP-S, which takes the length of psychiatric hospital stay and the inpatient environment into consideration. To minimize any barriers to social functioning in the post-discharge lives of inpatients with chronic schizophrenia and enhance their social cognition-by improving their emotion recognition, emotional expression, and negative symptoms-we suggest the periodical administration of this EMP-S to these inpatients.
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Affiliation(s)
- Kyung-Hwan Park
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Eun-Sook Park
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Sung-Mi Jo
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Mi-Hui Seo
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Young-Ok Song
- National Center for Mental Health, 127, Yongmasan-ro, Gwangjin-gu, Seoul 04933, Korea; (K.-H.P.); (E.-S.P.); (S.-M.J.); (M.-H.S.); (Y.-O.S.)
| | - Sun-Joo Jang
- Red Cross College of Nursing, Chung-Ang University, Seoul 06974, Korea
- Correspondence: ; Tel.: +82-10-3223-8667
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26
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Simonet DV, Miller KE, Askew KL, Sumner KE, Mortillaro M, Schlegel K. How Multidimensional Is Emotional Intelligence? Bifactor Modeling of Global and Broad Emotional Abilities of the Geneva Emotional Competence Test. J Intell 2021; 9:14. [PMID: 33807593 PMCID: PMC8006218 DOI: 10.3390/jintelligence9010014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 01/19/2021] [Accepted: 02/05/2021] [Indexed: 11/16/2022] Open
Abstract
Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point average (GPA) and affective engagement in opposing directions, after controlling for fluid general ability and the Big Five personality traits. Results are qualified by psychometric analyses suggesting only emotion regulation has enough determinacy and reliable variance beyond a general ability factor to be treated as a manifest score in analyses and interpretation. Findings call for renewed, albeit tempered, research on EI as a multidimensional intelligence and highlight the need for refined assessment of emotional perception, understanding, and management to allow focused analyses of different EI abilities.
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Affiliation(s)
- Daniel V. Simonet
- Department of Psychology, Montclair State University, Montclair, NJ 07043, USA; (K.L.A.); (K.E.S.)
| | - Katherine E. Miller
- Mental Illness Research, Education and Clinical Center, Corporal Michael J. Crescenz VA Medical Center, Philadelphia, PA 19104, USA;
| | - Kevin L. Askew
- Department of Psychology, Montclair State University, Montclair, NJ 07043, USA; (K.L.A.); (K.E.S.)
| | - Kenneth E. Sumner
- Department of Psychology, Montclair State University, Montclair, NJ 07043, USA; (K.L.A.); (K.E.S.)
| | - Marcello Mortillaro
- Swiss Center for Affective Sciences, University of Geneva, 1205 Geneva, Switzerland;
| | - Katja Schlegel
- Institute of Psychology, University of Bern, 3012 Bern, Switzerland;
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Hare MM, Garcia AM, Hart KC, Graziano PA. Intervention response among preschoolers with ADHD: The role of emotion understanding. J Sch Psychol 2021; 84:19-31. [PMID: 33581768 PMCID: PMC7885087 DOI: 10.1016/j.jsp.2020.11.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Revised: 07/08/2020] [Accepted: 11/13/2020] [Indexed: 01/29/2023]
Abstract
Emotion recognition/understanding (ERU), which is the ability to correctly identify emotional states in others as well as one's self, plays a key role in children's social-emotional development and is often targeted in early intervention programs. Yet the extent to which young children's ERU predicts their intervention response remains unclear. The current study examined the extent to which initial levels of ERU and changes in ERU predicted intervention response to a multimodal early intervention program (Summer Treatment Program for Pre-Kindergarteners; STP-PreK). Participants included 230 young children (Mage = 4.90, 80.0% male) with attention-deficit/hyperactivity disorder (ADHD) who participated in the 8-week STP-PreK. Children's ERU was measured via a standardized behavioral task. Similarly, standardized measures of academic achievement (Woodcock-Johnson-IV), executive functioning (Head-Toes-Knees-Shoulders-Task), and social-emotional functioning (Challenging Situation Task) were obtained pre- and post-intervention. Parents and teachers also reported on children's behavioral functioning pre- and post-intervention. Children with better initial ERU made greater improvements in academic, executive functioning (EF), and social-emotional domains, along with decreases in inattention symptom severity. However, pre-intervention levels of ERU were not associated with improvements in parent/teacher report of hyperactivity, oppositional defiant disorder, and overall behavioral impairment. Lastly, changes in ERU only predicted improvement in EF, but not any other school readiness outcomes. We provide preliminary evidence that initial levels of ERU predict intervention response across school readiness domains in a sample of preschoolers with ADHD.
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Affiliation(s)
- Megan M Hare
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL 33199, USA
| | - Alexis M Garcia
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL 33199, USA
| | - Katie C Hart
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL 33199, USA
| | - Paulo A Graziano
- Center for Children and Families, Department of Psychology, Florida International University, Miami, FL 33199, USA.
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28
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Davis SK, Morningstar M, Qualter P. Ability EI predicts recognition of dynamic facial emotions, but not beyond the effects of crystallized IQ. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2020.109968] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Ogren M, Johnson SP. Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences. Hum Dev 2021; 64:108-118. [PMID: 34305161 PMCID: PMC8301206 DOI: 10.1159/000511628] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Children's emotion understanding is crucial for healthy social and academic development. The behaviors influenced by emotion understanding in childhood have received much attention, but less focus has been placed on factors that may predict individual differences in emotion understanding, the principle issue addressed in the current review. A more thorough understanding of the developmental underpinnings of this skill may allow for better prediction of emotion understanding, and for interventions to improve emotion understanding early in development. Here, we present theoretical arguments for the substantial roles of three aspects of children's environments in development of emotion understanding: family expressiveness, discussions about emotions, and language development, and we discuss how these are interrelated. Ultimately, this may aid in predicting the effects of environmental influences on development of emotion understanding more broadly, and the mechanisms by which they do so.
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Affiliation(s)
- Marissa Ogren
- University of California, Los Angeles, United States of America
| | - Scott P Johnson
- University of California, Los Angeles, United States of America
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30
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Schlegel K, Gugelberg HMV, Makowski LM, Gubler DA, Troche SJ. Emotion Recognition Ability as a Predictor of Well-Being During the COVID-19 Pandemic. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2021. [DOI: 10.1177/1948550620982851] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined emotion recognition ability (ERA) as a predictor of positive and negative affect in two Australian and one German-speaking samples (total N = 469) during the first 2 weeks of major public life restrictions in the COVID-19 pandemic in March/April 2020. Individuals with higher ERA did not report more positive affect, but they felt less burdened and reported less negative affect. This association was fully mediated by lower COVID-19-related media consumption and less negative affect after reading an eyewitness report from an Italian city with a high COVID-19 death toll. However, higher ERA was also related to arguing more with close others. For low-to-medium ERA, an adaptive cognitive emotion regulation style predicted lower media consumption and for medium-to-high ERA, a maladaptive regulation style marginally increased the perceived likelihood of experiencing a similar situation as in Italy, suggesting that regulation style may moderate the ERA–affect relationship.
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31
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Ogren M, Johnson SP. Primary caregiver emotional expressiveness relates to toddler emotion understanding. Infant Behav Dev 2020; 62:101508. [PMID: 33249358 DOI: 10.1016/j.infbeh.2020.101508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 11/10/2020] [Accepted: 11/14/2020] [Indexed: 10/22/2022]
Abstract
The present study examined the impact of emotional expressiveness in toddlers' environments on their emotion understanding. Primary caregivers of 35 toddlers completed two surveys regarding the family's emotional expressiveness and the primary caregiver's expressivity. Toddlers participated in the Affective Knowledge Test to measure emotion understanding. Toddler emotion understanding related to primary caregiver expressivity, but not family expressiveness. Further, toddler emotion understanding related to primary caregiver Impulse Strength, but not Negative or Positive Emotionality. This suggests that primary caregivers with more impulsive emotional response tendencies may help their children to identify associations between emotional events and reactions.
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Affiliation(s)
- Marissa Ogren
- Department of Psychology, University of California, Los Angeles, United States.
| | - Scott P Johnson
- Department of Psychology, University of California, Los Angeles, United States
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Cooper S, Hobson CW, van Goozen SH. Facial emotion recognition in children with externalising behaviours: A systematic review. Clin Child Psychol Psychiatry 2020; 25:1068-1085. [PMID: 32713184 DOI: 10.1177/1359104520945390] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Difficulties in facial emotion recognition (FER) are associated with a range of mental health and antisocial presentations in adolescents and adults. Externalising behaviours in children are often one of the earliest signs of risk for the development of such difficulties. This article systematically reviews the evidence (from both group and correlational studies) for whether there is a relationship between FER and externalising behaviours in pre-adolescent children (aged 12 and under), both across and within externalising behaviour domains (hyperactivity, conduct problems, callous-unemotional traits, and aggression). Four electronic databases were searched producing 1,296 articles. Articles were included if they used validated measures of FER and externalising behaviours. Sixteen articles met criteria for inclusion in the review. Overall, the results suggested FER problems are present in ADHD, CP and callous-unemotional presentations, and in samples of children with higher levels of externalising problems rather than in community samples. However, there was no consistent evidence for specific emotions being implicated in the studies reviewed. Clinically, the findings suggest that FER difficulties are commonly associated with externalising behaviours, and hence this review offers some support that FER deficits could be a relevant target of intervention for externalising behaviours. However, more longitudinal studies are required, that control for other variables that might underlie FER difficulties (e.g. IQ or basic Theory of Mind abilities), to inform our knowledge of whether FER difficulties are a causal factor in externalising behaviours.
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Affiliation(s)
- Sara Cooper
- School of Psychology, Cardiff University, Cardiff, UK
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33
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Newbold A, Warren FC, Taylor RS, Hulme C, Burnett S, Aas B, Botella C, Burkhardt F, Ehring T, Fontaine JRJ, Frost M, Garcia-Palacios A, Greimel E, Hoessle C, Hovasapian A, Huyghe V, Lochner J, Molinari G, Pekrun R, Platt B, Rosenkranz T, Scherer KR, Schlegel K, Schulte-Korne G, Suso C, Voigt V, Watkins ER. Promotion of mental health in young adults via mobile phone app: study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials. BMC Psychiatry 2020; 20:458. [PMID: 32962684 PMCID: PMC7510072 DOI: 10.1186/s12888-020-02857-w] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 09/03/2020] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Promoting well-being and preventing poor mental health in young people is a major global priority. Building emotional competence (EC) skills via a mobile app may be an effective, scalable and acceptable way to do this. However, few large-scale controlled trials have examined the efficacy of mobile apps in promoting mental health in young people; none have tailored the app to individual profiles. METHOD/DESIGN The Emotional Competence for Well-Being in Young Adults cohort multiple randomised controlled trial (cmRCT) involves a longitudinal prospective cohort to examine well-being, mental health and EC in 16-22 year olds across 12 months. Within the cohort, eligible participants are entered to either the PREVENT trial (if selected EC scores at baseline within worst-performing quartile) or to the PROMOTE trial (if selected EC scores not within worst-performing quartile). In both trials, participants are randomised (i) to continue with usual practice, repeated assessments and a self-monitoring app; (ii) to additionally receive generic cognitive-behavioural therapy self-help in app; (iii) to additionally receive personalised EC self-help in app. In total, 2142 participants aged 16 to 22 years, with no current or past history of major depression, bipolar disorder or psychosis will be recruited across UK, Germany, Spain, and Belgium. Assessments take place at baseline (pre-randomisation), 1, 3 and 12 months post-randomisation. Primary endpoint and outcome for PREVENT is level of depression symptoms on the Patient Health Questionnaire-9 at 3 months; primary endpoint and outcome for PROMOTE is emotional well-being assessed on the Warwick-Edinburgh Mental Wellbeing Scale at 3 months. Depressive symptoms, anxiety, well-being, health-related quality of life, functioning and cost-effectiveness are secondary outcomes. Compliance, adverse events and potentially mediating variables will be carefully monitored. CONCLUSIONS The trial aims to provide a better understanding of the causal role of learning EC skills using interventions delivered via mobile phone apps with respect to promoting well-being and preventing poor mental health in young people. This knowledge will be used to develop and disseminate innovative evidence-based, feasible, and effective Mobile-health public health strategies for preventing poor mental health and promoting well-being. TRIAL REGISTRATION ClinicalTrials.gov ( www.clinicaltrials.org ). Number of identification: NCT04148508 November 2019.
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Affiliation(s)
- A Newbold
- Mood Disorders Centre, School of Psychology, Sir Henry Wellcome Building for Mood Disorders Research, University of Exeter, Exeter, EX4 4LN, UK
| | - F C Warren
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - R S Taylor
- College of Medicine and Health, University of Exeter, Exeter, UK
- MRC/CSO Social and Public Health Sciences Unit & Robertson Centre for Biostatistics, Institute of Health and Well Being, University of Glasgow, Glasgow, UK
| | - C Hulme
- College of Medicine and Health, University of Exeter, Exeter, UK
| | - S Burnett
- Mood Disorders Centre, School of Psychology, Sir Henry Wellcome Building for Mood Disorders Research, University of Exeter, Exeter, EX4 4LN, UK
| | - B Aas
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
| | - C Botella
- Universitat Jaume I, Castelló de la Plana, Spain
- CIBER Fisiopatología Obesidad y Nutrición (CIBERObn), Instituto Salud Carlos III, Madrid, Spain
| | | | - T Ehring
- Department of Psychology, LMU Munich, Munich, Germany
| | - J R J Fontaine
- Department of Work, Organization and Society, Ghent University, Ghent, Belgium
| | - M Frost
- Monsenso ApS, Copenhagen, Denmark
| | - A Garcia-Palacios
- Universitat Jaume I, Castelló de la Plana, Spain
- CIBER Fisiopatología Obesidad y Nutrición (CIBERObn), Instituto Salud Carlos III, Madrid, Spain
| | - E Greimel
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
| | - C Hoessle
- Department of Psychology, LMU Munich, Munich, Germany
| | - A Hovasapian
- Department of Work, Organization and Society, Ghent University, Ghent, Belgium
| | - Vei Huyghe
- Department of Work, Organization and Society, Ghent University, Ghent, Belgium
| | - J Lochner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
- Department of Psychology, LMU Munich, Munich, Germany
| | - G Molinari
- CIBER Fisiopatología Obesidad y Nutrición (CIBERObn), Instituto Salud Carlos III, Madrid, Spain
| | - R Pekrun
- Department of Psychology, University of Essex, UK, and Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - B Platt
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
| | - T Rosenkranz
- Department of Psychology, LMU Munich, Munich, Germany
| | | | | | - G Schulte-Korne
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
| | - C Suso
- Universitat Jaume I, Castelló de la Plana, Spain
| | - V Voigt
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU, Munich, Germany
| | - E R Watkins
- Mood Disorders Centre, School of Psychology, Sir Henry Wellcome Building for Mood Disorders Research, University of Exeter, Exeter, EX4 4LN, UK.
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Nook EC, Stavish CM, Sasse SF, Lambert HK, Mair P, McLaughlin KA, Somerville LH. Charting the development of emotion comprehension and abstraction from childhood to adulthood using observer-rated and linguistic measures. Emotion 2020; 20:773-792. [PMID: 31192665 PMCID: PMC6908774 DOI: 10.1037/emo0000609] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study examined two facets of emotion development: emotion word comprehension (knowing the meaning of emotion words such as "anger" or "excitement") and emotion concept abstraction (representing emotions in terms of internal psychological states that generalize across situations). Using a novel emotion vocabulary assessment, we captured how a cross-sectional sample of participants aged 4-25 (N = 196) defined 24 emotions. Smoothing spline regression models suggested that emotion comprehension followed an emergent shape: Knowledge of emotion words increased across childhood and plateaued around age 11. Human coders rated the abstractness of participants' responses, and these ratings also followed an emergent shape but plateaued significantly later than comprehension, around age 18. An automated linguistic analysis of abstractness supported coders' perceptions of increased abstractness across age. Finally, coders assessed the definitional strategies participants used to describe emotions. Young children tended to describe emotions using concrete strategies such as providing example situations that evoked those emotions or by referring to physiological markers of emotional experiences. Whereas use of these concrete strategies decreased with age, the tendency to use more abstract strategies such as providing general definitions that delineated the causes and characteristics of emotions or by providing synonyms of emotion words increased with age. Overall, this work (a) provides a tool for assessing definitions of emotion terms, (b) demonstrates that emotion concept abstraction increases across age, and (c) suggests that adolescence is a period in which emotion words are comprehended but their level of abstraction continues to mature. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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35
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Davis SK, Morningstar M, Dirks MA, Qualter P. Ability emotional intelligence: What about recognition of emotion in voices? PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2020.109938] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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36
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MacCormack JK, Castro VL, Halberstadt AG, Rogers ML. Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12418] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Affiliation(s)
- Jennifer K. MacCormack
- Department of Psychology and Neuroscience University of North Carolina at Chapel Hill Chapel Hill NC USA
| | - Vanessa L. Castro
- Department of Psychology North Carolina State University Raleigh NC USA
| | | | - Megan L. Rogers
- Department of Psychology Florida State University Tallahassee FL USA
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37
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Hagan CA, Halberstadt AG, Cooke AN, Garner PW. Teachers' Beliefs About Children's Anger and Skill in Recognizing Children's Anger Expressions. Front Psychol 2020; 11:474. [PMID: 32265790 PMCID: PMC7107660 DOI: 10.3389/fpsyg.2020.00474] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Accepted: 02/28/2020] [Indexed: 11/13/2022] Open
Abstract
Everyday beliefs often organize and guide motivations, goals, and behaviors, and, as such, may also differentially motivate individuals to value and attend to emotion-related cues of others. In this way, the beliefs that individuals hold may affect the socioemotional skills that they develop. To test the role of emotion-related beliefs specific to anger, we examined an educational context in which beliefs could vary and have implications for individuals’ skill. Specifically, we studied 43 teachers’ beliefs about students’ anger in the school setting as well as their ability to recognize expressions of anger in children’s faces in a dynamic emotion recognition task. Results revealed that, even when controlling for teachers’ age and gender, teachers’ belief that children’s anger was useful and valuable in the school setting was associated with teachers’ accuracy at recognizing anger expressions in children’s faces. The belief that children’s anger was harmful and not conducive to learning, however, was not associated with teachers’ accuracy at recognizing children’s anger expressions. These findings suggest that certain everyday beliefs matter for predicting skill in recognizing specific emotion-related cues.
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Affiliation(s)
- Courtney A Hagan
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
| | - Amy G Halberstadt
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
| | - Alison N Cooke
- Department of Psychology, North Carolina State University, Raleigh, NC, United States
| | - Pamela W Garner
- School of Integrative Studies, George Mason University, Fairfax, VA, United States
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38
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Cavioni V, Grazzani I, Ornaghi V, Pepe A, Pons F. Assessing the Factor Structure and Measurement Invariance of the Test of Emotion Comprehension (TEC): A Large Cross-Sectional Study with Children Aged 3-10 Years. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1741365] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
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39
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Ogren M, Johnson SP. Intermodal emotion matching at 15 months, but not 9 or 21 months, predicts early childhood emotion understanding: A longitudinal investigation. Cogn Emot 2020; 34:1343-1356. [PMID: 32188341 DOI: 10.1080/02699931.2020.1743236] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Emotion understanding is a crucial skill for early social development, yet little is known regarding longitudinal development of this skill from infancy to early childhood. To address this issue, the present longitudinal study followed 40 participants from 9 to 30 months. Intermodal emotion matching was assessed using eye tracking at 9, 15, and 21 months, and emotion understanding was measured using the Affective Knowledge Test at 30 months of age. A novelty preference on the emotion matching task at 15 months (but not at 9 or 21 months) significantly predicted emotion understanding performance at 30 months. However, linear and quadratic trajectories for emotion matching development across 9- to 21-months did not predict later emotion understanding. No gender differences were observed in emotion matching or emotion understanding. These results hold implications for better understanding how infant emotion matching may relate to later emotion understanding, and the role that infant emotion perception may play in early emotional development.
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Affiliation(s)
- Marissa Ogren
- Department of Psychology, University of California, Los Angeles
| | - Scott P Johnson
- Department of Psychology, University of California, Los Angeles
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40
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Dell'Angela L, Zaharia A, Lobel A, Vico Begara O, Sander D, Samson AC. Board Games on Emotional Competences for School-Age Children. Games Health J 2020; 9:187-196. [PMID: 32053027 DOI: 10.1089/g4h.2019.0050] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Objective: Emotional competences (EC) are important for social and academic outcomes and positive life trajectories. Due to their social setting and tendency to stimulate intrinsic motivation, board games may constitute efficient learning tools for promoting socioemotional development in children. The current project therefore aimed at developing and testing three theory-driven board games explicitly targeting EC. First, we explored the quality of these EC games in terms of game experience, compared to off-the-shelf games (without an EC focus). Second, we tested whether targeted EC were linked to game experience in the EC games by measuring associations between children's trait EC and subjective effort and difficulty during gameplay. Materials and Methods: Children (N = 177) aged 8-12 years old were randomly assigned to a four-session protocol that comprised EC board games (experimental group) or off-the-shelf board games (control group). At baseline, participants' trait EC (emotion recognition, differentiation, and cognitive reappraisal) were assessed, while game experience (e.g., positive and negative affect, flow and immersion, difficulty, and effort) was assessed after each game. Results: Both groups perceived the games they played as positive and playable. Furthermore, regression analyses showed that higher trait EC was linked to lower self-reported effort and difficulty in two of the EC board games focusing on emotion recognition and differentiation. Conclusion: The present study shows that the board games on EC designed for children seem to elicit game experiences comparable to off-the-shelf games. Moreover, children's trait EC were linked to subjective game experience in two of the three games. Future interventions should examine the potential of the novel games to promote EC.
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Affiliation(s)
- Linda Dell'Angela
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Geneva, Switzerland.,Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Alexandra Zaharia
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Geneva, Switzerland.,Faculty of Psychology, Swiss Distance University Institute, Brig, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland
| | - Adam Lobel
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Geneva, Switzerland
| | - Ornella Vico Begara
- Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - David Sander
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Geneva, Switzerland.,Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Andrea C Samson
- Swiss Center for Affective Sciences, Campus Biotech, University of Geneva, Geneva, Switzerland.,Faculty of Psychology, Swiss Distance University Institute, Brig, Switzerland.,Institute of Special Education, University of Fribourg, Fribourg, Switzerland
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41
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Kwon K, Teer JE, Maurice SA, Matejka CM. Self‐report of emotional experience and peer nominations of expressivity: Predictability of change in teacher‐rated social behavior. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12429] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Kyongboon Kwon
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - JaNae E. Teer
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - Samuel A. Maurice
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
| | - Cassandra M. Matejka
- Department of Educational Psychology University of Wisconsin‐Milwaukee Milwaukee WI USA
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42
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Viana KMP, Zambrana IM, Karevold EB, Pons F. Emotions in motion: impact of emotion understanding on children's peer action coordination. Cogn Emot 2019; 34:831-838. [PMID: 31564211 DOI: 10.1080/02699931.2019.1669535] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Peer action coordination has been often studied in terms of its underlying cognitive mechanisms, and little is known about its emotional processes. The aim of the present study was to investigate the extent to which children's emotion understanding explains their coordination of actions with a peer in a cooperative sensorimotor problem-solving task. Sixty-eight 5- to 9-year-old children were assessed for their emotion understanding with the Test of Emotion Comprehension (TEC) and for their problem-solving capacities with a sensorimotor task in an individual setting (individual sensorimotor skills) and in a cooperative setting (peer action coordination). The results showed that higher levels of emotion understanding significantly explained greater peer action coordination, even when controlling for age, gender and the child's individual sensorimotor skills. The findings point to the existence of emotional mechanisms - more specifically the role of emotion understanding - underlying successful coordination of actions in peer interaction. Theoretical and educational implications of having emotion understanding abilities for coordinating actions with others are discussed.
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Affiliation(s)
| | - Imac Maria Zambrana
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,The Norwegian Center for Child Behavioral Development, Oslo, Norway
| | | | - Francisco Pons
- Department of Psychology, University of Oslo, Oslo, Norway
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43
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Castro VL, Isaacowitz DM. Aging and the Social Ecology of Everyday Interpersonal Perception: What is Perceived, in Whom, and Where? J Gerontol B Psychol Sci Soc Sci 2019; 74:988-998. [PMID: 29329441 DOI: 10.1093/geronb/gbx159] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2017] [Accepted: 11/13/2017] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES Despite a proliferation of research in interpersonal perception and aging, no research has identified the nature of the social and emotional perceptions made by aging individuals in everyday life. In this study, we aimed to identify the social ecological features that characterize everyday interpersonal perception across the adult lifespan. METHOD Three studies were conducted. Study 1 identified and compared the targets and locations of young, middle-age, and older adults' everyday interpersonal perceptions; these perceptions were categorized into types in Study 2. Study 3 applied these categorizations to identify and compare the social ecology surrounding aging individuals' interpersonal perceptions. RESULTS Everyday interpersonal perceptions were directed toward familiar others and occurred in familiar locations, although the specific familiar targets and locations sometimes varied significantly with age. However, the types of perceptions made in everyday life did not vary significantly between age groups. DISCUSSION Aging individuals make similar types of interpersonal judgments, but the targets and locations of these judgments may change with age. Future studies on interpersonal perception and aging will need to account for these features of the aging individual's social ecology to provide an accurate assessment of the aging process.
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Affiliation(s)
- Vanessa L Castro
- Department of Psychology, Northeastern University, Boston, Massachusetts
| | - Derek M Isaacowitz
- Department of Psychology, Northeastern University, Boston, Massachusetts
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44
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Garner PW, Parker TS, Prigmore SB. Caregivers' emotional competence and behavioral responsiveness as correlates of early childcare workers' relationships with children in their care. Infant Ment Health J 2019; 40:496-512. [PMID: 31090951 DOI: 10.1002/imhj.21784] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
In the current study, we examined associations among early childcare workers' emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers' emotion regulation ability was positively associated with caregiver-child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers' comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers' responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver-child relationships.
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Affiliation(s)
- Pamela W Garner
- School of Integrative Studies, George Mason University, Fairfax, Virginia
| | - Tameka S Parker
- School of Integrative Studies, George Mason University, Fairfax, Virginia
| | - Sarah B Prigmore
- School of Integrative Studies, George Mason University, Fairfax, Virginia
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45
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Cho M, Jang SJ. Effect of an emotion management programme for patients with schizophrenia: A quasi-experimental design. Int J Ment Health Nurs 2019; 28:592-604. [PMID: 30585413 DOI: 10.1111/inm.12565] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/25/2018] [Indexed: 11/30/2022]
Abstract
One of the goals of psychiatric social rehabilitation treatment is to improve patients' emotion recognition, emotional expression, and empathetic abilities. In this study, we used a quasi-experimental, nonrandomized design to examine the effect of an emotion management programme on the emotion recognition (emotion attention and emotion clarity), emotional expression (positive expressivity, negative expressivity, and impulse strength), and quality of life (QoL) of a sample of patients with schizophrenia in South Korea. Over eight sessions, we collected data from 56 patients with schizophrenia registered in community mental rehabilitation facilities. After attending the emotion management programme, the emotion recognition, emotional expression, and QoL scores of the experimental group were found to have significantly increased, whereas those of the control group had significantly decreased. Therefore, our findings show that emotion management programmes can be used as nursing interventions to improve the QoL of people with schizophrenia.
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Affiliation(s)
- Minju Cho
- Graduate School of Advanced Nursing Practice, Eulji University, Daejeon, South Korea
| | - Sun Joo Jang
- Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea
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46
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Ornaghi V, Pepe A, Agliati A, Grazzani I. The contribution of emotion knowledge, language ability, and maternal emotion socialization style to explaining toddlers’ emotion regulation. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12351] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Veronica Ornaghi
- Department of Human Sciences for Education University of Milano‐Bicocca Milan Italy
| | - Alessandro Pepe
- Department of Human Sciences for Education University of Milano‐Bicocca Milan Italy
| | - Alessia Agliati
- Department of Human Sciences for Education University of Milano‐Bicocca Milan Italy
| | - Ilaria Grazzani
- Department of Human Sciences for Education University of Milano‐Bicocca Milan Italy
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47
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Lima AMOD, Medeiros MRDA, Costa PDP, Azoni CAS. Analysis of softwares for emotion recognition in children and teenagers with autism spectrum disorder. REVISTA CEFAC 2019. [DOI: 10.1590/1982-02162019/21112318] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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48
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Qualter P, Urquijo I, Henzi P, Barrett L, Humphrey N. Ability emotional intelligence and children’s behaviour in the playground. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12340] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Pamela Qualter
- Manchester Institute of Education University of Manchester Manchester United Kingdom
| | - Itziar Urquijo
- Faculty of Psychology and Education University of Deusto Bilbao Spain
| | - Peter Henzi
- Department of Psychology University of Lethbridge Lethbridge Alberta Canada
| | - Louise Barrett
- Department of Psychology University of Lethbridge Lethbridge Alberta Canada
| | - Neil Humphrey
- Manchester Institute of Education University of Manchester Manchester United Kingdom
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49
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Smith ML, Grühn D, Bevitt A, Ellis M, Ciripan O, Scrimgeour S, Papasavva M, Ewing L. Transmitting and decoding facial expressions of emotion during healthy aging: More similarities than differences. J Vis 2018; 18:10. [PMID: 30208429 DOI: 10.1167/18.9.10] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Older adults tend to perform more poorly than younger adults on emotional expression identification tasks. The goal of the present study was to test a processing mechanism that might explain these differences in emotion recognition-specifically, age-related variation in the utilization of specific visual cues. Seventeen younger and 17 older adults completed a reverse-correlation emotion categorization task (Bubbles paradigm), consisting of a large number of trials in each of which only part of the visual information used to convey an emotional facial expression was revealed to participants. The task allowed us to pinpoint the visual features each group used systematically to correctly recognize the emotional expressions shown. To address the possibility that faces of different age groups are differently processed by younger and older adults, we included younger, middle-aged, and older adult face models displaying happy, fearful, angry, disgusted, and sad facial expressions. Our results reveal strong similarity in the utilization of visual information by younger and older adult participants in decoding the emotional expressions from faces across ages-particularly for happy and fear emotions. These findings suggest that age-related differences in strategic information use are unlikely to contribute to the decline of facial expression recognition skills observed in later life.
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Affiliation(s)
- Marie L Smith
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Daniel Grühn
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Ann Bevitt
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Mark Ellis
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Oana Ciripan
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Susan Scrimgeour
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Michael Papasavva
- School of Psychological Sciences, Birkbeck College, University of London, London, UK
| | - Louise Ewing
- School of Psychological Sciences, Birkbeck College, University of London, London, UK.,School of Psychology, University of East Anglia, Norwich, UK.,Australian Research Council Centre of Excellence in Cognition and its Disorders, School of Psychology University of Western Australia, Crawley, Western Australia, Australia
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50
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Castro VL, Cooke AN, Halberstadt AG, Garrett-Peters P. Bidirectional Linkages between Emotion Recognition and Problem Behaviors in Elementary School Children. JOURNAL OF NONVERBAL BEHAVIOR 2018; 42:155-178. [PMID: 29527080 PMCID: PMC5842947 DOI: 10.1007/s10919-017-0269-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Cross-sectional studies support negative associations between children's skills in recognizing emotional expressions and their problem behaviors. Few studies have examined these associations over time, however, precluding our understanding of the direction of effects. Emotion recognition difficulties may contribute to the development of problem behaviors; additionally, problem behaviors may constrain the development of emotion recognition skill. The present study tested the bidirectional linkages between children's emotion recognition and teacher-reported problem behaviors in 1st and 3rd grade. Specifically, emotion recognition, hyperactivity, internalizing behaviors, and externalizing behaviors were assessed in 117 children in 1st grade and in 3rd grade. Results from fully cross-lagged path models revealed divergent developmental patterns: Controlling for concurrent levels of problem behaviors and first-grade receptive language skills, lower emotion recognition in 1st grade significantly predicted greater internalizing behaviors, but not hyperactivity or externalizing behaviors, in 3rd grade. Moreover, greater hyperactivity in 1st grade marginally predicted lower emotion recognition in 3rd grade, but internalizing and externalizing behaviors were not predictive of emotion recognition over time. Together, these findings extend previous research to identify specific developmental pathways, whereby emotion recognition difficulties contribute to the development of internalizing behaviors, and early hyperactivity may contribute to the development of emotion recognition difficulties, thus highlighting the importance of examining these processes and their mutual development over time.
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Affiliation(s)
- Vanessa L Castro
- Northeastern University, Department of Psychology, 125 NI, Boston, MA 02115
| | - Alison N Cooke
- North Carolina State University, Department of Psychology, Campus Box 7650, Raleigh, NC 27695
| | - Amy G Halberstadt
- North Carolina State University, Department of Psychology, Campus Box 7650, Raleigh, NC 27695
| | - Patricia Garrett-Peters
- University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, Campus Box 8040, Chapel Hill, NC 27599
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