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Alotaibi MS. Game-based learning in early childhood education: a systematic review and meta-analysis. Front Psychol 2024; 15:1307881. [PMID: 38629045 PMCID: PMC11018941 DOI: 10.3389/fpsyg.2024.1307881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 03/20/2024] [Indexed: 04/19/2024] Open
Abstract
Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children's learning and development. However, further research is needed to address the remaining gaps in the literature. The study's findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education.
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Affiliation(s)
- Manar S. Alotaibi
- Department of Kindergarten, College of Education, Najran University, Najran, Saudi Arabia
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Sappok T, Barrett B, Lutter S. A brief version of the Scale of Emotional Development - Short. J Intellect Disabil Res 2024; 68:340-357. [PMID: 38183318 DOI: 10.1111/jir.13117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 09/03/2023] [Accepted: 12/12/2023] [Indexed: 01/08/2024]
Abstract
BACKGROUND The Scale of Emotional Development - Short (SED-S) captures the level of emotional development in persons with a disorder of intellectual development (DID) with 200 items on five developmental levels. The study aims to develop a brief version of the SED-S. METHODS Based on item analysis (proportions, χ2 -test, Spearman's ρ and corrected item-total correlation), a brief version of the SED-S was developed in a sample of 224 adults with a DID (n1 ) and validated in a second independent matched sample (n2 = 223). RESULTS Item reliability ranged per item set from Cronbach's α = 0.835 to 0.924. Weighted kappa resulted in κω = 0.743 (P < 0.001, 95% confidence interval = 0.690-0.802). Overall agreement of the brief version with the original SED-S was PO = 0.7. The brief version of the SED-S showed weaknesses in distinguishing level 2 from the adjacent levels. CONCLUSIONS The brief version of the SED-S showed good reliability and moderate to good validity results. Items of phase 2 and, to some degree, of phase 5 should be revised to further improve the psychometric properties of the scale.
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Affiliation(s)
- T Sappok
- University Clinic for People with Neurodevelopmental Disorders, Mara, University Hospital OWL, Bielefeld University, Bielefeld, Germany
| | - B Barrett
- St. Lukas-Klinik, Liebenau Kliniken, Liebenau, Germany
| | - S Lutter
- Lebenswissenschaftliche Fakultät - Institute for Psychology, Humboldt-Universität zu Berlin, Berlin, Germany
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3
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Tur-Porcar A, Salas-Vallina A, Azagra-Caro JM. The Positive Effect of Social Support in the Relationship Between Emotion and Motivation of People in Science. J Psychol 2024:1-19. [PMID: 38498085 DOI: 10.1080/00223980.2024.2325081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 02/24/2024] [Indexed: 03/19/2024] Open
Abstract
This study explores the role of social support as a mediator in the relationship between self-emotional appraisal and motivation in people in science. It also examines the moderating role of self-deceptive enhancement in the relationship between self-emotional appraisal and social support. Survey responses from 6,943 people in science in Spain were analyzed (43% women), aged 20-96 (M = 48.8; SD = 9.94). Structural equation modeling was used to examine a moderated mediation model explaining the path between self-emotional appraisal and motivation. The analysis controlled for age, gender and organization type. The results show a positive link between self-emotional appraisal and motivation. Mediation by social support strengthens this link: For self-emotional appraisal to be effective, people in science need to feel others' support when tackling a problem. Moderation by self-deceptive enhancement strengthens the association of self-emotional appraisal with social support: The need to adapt one's self-image to others' expectations activates the pursuit of social support. The implications of self-emotional appraisal and social support for improving motivation are discussed, as is the role of self-deception in social support as perceived by people in science.
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Chu JTW, McCormack J, Jiang Y, Walsh D, Wilson H, Marsh S, Langridge F, Bullen C. Investigating the relationship between prenatal alcohol exposure and children's behavioural and emotional development: analysis of the Growing Up in New Zealand study. Alcohol Alcohol 2024; 59:agae029. [PMID: 38678371 PMCID: PMC11055961 DOI: 10.1093/alcalc/agae029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 03/19/2024] [Accepted: 04/07/2024] [Indexed: 04/29/2024] Open
Abstract
AIMS To examine the relationship between prenatal alcohol exposure (PAE) and children's behavioural and emotional development in a large generalizable sample of women and their children in Aotearoa New Zealand. METHODS Using data from the Growing Up in New Zealand longitudinal cohort, we investigated the relationship between maternal PAE and behavioural and emotional development in 8-year-old children. We explored secondary outcomes including measures of language, executive function, academic achievement, and adaptive behaviour. RESULTS We found no significant differences in the measures of behavioural and emotional development in children 8 years old based on alcohol consumption. No significant differences in behavioural and emotional development were found based on amount of PAE and when PAE occurred, despite controlling for a range of potential confounding factors, such as neighbourhood deprivation and maternal health measures. PAE was associated with significantly higher scores for parent-rated oral language indicating better oral language. In Māori mothers, PAE was significantly associated with an increased risk of higher scores on two of the Strengths and Difficulties Questionnaire subscales. CONCLUSIONS We did not find an association between PAE and behavioural and emotional development in children aged 8 years. PAE and behavioural and emotional development are difficult to measure accurately, and the moderating variables between them are complex. Future analyses will require larger cohorts of mothers and their children using precise measures of PAE and outcomes to enable more precise estimates of association.
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Affiliation(s)
- Joanna Ting Wai Chu
- Social and Community Health, School of Population Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
- Centre for Arts and Social Transformation, Faculty of Arts and Social Work, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New ZealandNew Zealand
| | - Jessica McCormack
- Food Science, University of Otago, PO Box 56, Dunedin 9054, New Zealand
| | - Yannan Jiang
- Social and Community Health, School of Population Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
| | - Daniel Walsh
- Statistics, Faculty of Science, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
| | - Holly Wilson
- Social and Community Health, School of Population Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
| | - Samantha Marsh
- Social and Community Health, School of Population Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
| | - Fiona Langridge
- Department of Paediatrics, Child and Youth Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
| | - Chris Bullen
- National Institute for Health Innovation, School of Population Health, The University of Auckland, Private Bag 92019, Auckland Mail Centre, Auckland 1142, New Zealand
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Novianti R, Mahdum M, Suarman S, Elmustian E, Rusandi MA. Back to culture: don't let technoference in parenting take place. J Public Health (Oxf) 2023; 45:e801-e802. [PMID: 37291058 DOI: 10.1093/pubmed/fdad083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 04/26/2023] [Accepted: 05/22/2023] [Indexed: 06/10/2023] Open
Abstract
Technoference, the interference caused by excessive use of digital devices, has been shown to negatively impact parent-child relationships and children's emotional development. This paper explores the potential of Riau Malay culture, one of Indonesia's indigenous cultures, to offer solutions to the problem of technoference in parenting. Parents can establish closeness, develop their children's potential, and transmit cultural values by returning to cultural values and integrating the principles found in Tunjuk Ajar Melayu or Malay teachings. This approach ultimately contributes to the well-being of families and communities, fostering stronger emotional connections and supporting children's healthy development in the digital era.
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Affiliation(s)
- Ria Novianti
- Department of Early Childhood Education, Universitas Riau, Pekanbaru, Indonesia
| | - Mahdum Mahdum
- Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia
| | - Suarman Suarman
- Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia
| | - Elmustian Elmustian
- Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesia
| | - M Arli Rusandi
- Department of Guidance and Counseling, Universitas Riau, Pekanbaru, Indonesia
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Dozier T, Mitchell N. Novel five-phase model for understanding the nature of misophonia, a conditioned aversive reflex disorder. F1000Res 2023; 12:808. [PMID: 37881332 PMCID: PMC10594049 DOI: 10.12688/f1000research.133506.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/25/2023] [Indexed: 10/27/2023] Open
Abstract
Background: Misophonia is a recently identified condition in which a person perceives a subtle stimulus (e.g., eating sounds, hair twirling) and has an intense, negative emotional response. Misophonia cannot be classified with established nosological systems. Methods: We present a novel five-phase model of misophonia from a cognitive-behavioral framework. This model identifies a learned reflex of the autonomic nervous system as the primary etiology and maintenance of misophonia. Phase one is anticipatory anxiety and avoidance. Phase two is a conditioned physical reflex (for example, the tensing of calf muscles) that develops through stimulus-response Pavlovian conditioning. Phase three includes intense negative emotional responses and accompanying physiological distress, thoughts, urges, and emotion-driven behavior. Phase four is the individual's coping responses to emotional distress, and phase five is the environmental response and resulting internal and external consequences of the coping behaviors. Each phase helps explain the maintenance of the response and the individual's impairment. Results: Anticipatory anxiety and avoidance of phase one contributes to an increased arousal and awareness of triggers, resulting in increased severity of the trigger experience. Both the Pavlovian-conditioned physical reflex of phase two and the emotion-driven behavior caused by the conditioned emotional response of phase three increase with in vivo exposure to triggers. Phase four includes internal and external coping behaviors to the intense emotions and distress, and phase five includes the consequences of those behaviors. Internal consequences include beliefs fiveand new emotions based on environmental responses to anger and panic. For example, the development of emotions such as shame and guilt, and beliefs regarding how 'intolerable' the trigger is. Conclusions: We assert misophonia is a multi-sensory condition and includes anticipatory anxiety, conditioned physical reflexes, intense emotional and physical distress, subsequent internal and external responses, and environmental consequences.
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Flachsmeyer M, Sterkenburg P, Barrett B, Zaal S, Vonk J, Morisse F, Gaese F, Heinrich M, Sappok T. Scale of Emotional Development - Short: reliability and validity in adults with intellectual disability. J Intellect Disabil Res 2023; 67:1046-1060. [PMID: 37661289 DOI: 10.1111/jir.13080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 08/01/2023] [Accepted: 08/08/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND Intellectual disability (ID) is often associated with delays in emotional development (ED). The Scale of Emotional Development - Short (SED-S) was developed to assess the level of ED and to adapt treatment and care accordingly. METHODS In a sample of 724 adults from five study sites in three countries, a confirmatory factor analysis with a one-factor model was conducted on the entire dataset as well as in different subgroups. Furthermore, internal consistency was investigated using Cronbach's alpha. RESULTS The confirmatory factor analysis indicated that a single-factor model fits the SED-S data well. The subgroup analyses revealed good model fit, regardless of the severity of ID and irrespective of sex or the presence of autism spectrum disorder or psychiatric disorders. Internal consistency was excellent for the entire sample (Cronbach's alpha = 0.93) and various subgroups (0.869-0.938). CONCLUSION The results of this study suggest that the SED-S is psychometrically sound and can be used to assess the level of ED in adults with ID.
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Affiliation(s)
- M Flachsmeyer
- Medical Faculty, Charité University, Berlin, Germany
| | - P Sterkenburg
- Clinical Child and Family Studies, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department for Assessment and Treatment, Bartiméus, Doorn, The Netherlands
| | - B Barrett
- Department for Psychiatry and Psychotherapy, Stiftung Liebenau, Meckenbeuren, Germany
| | - S Zaal
- Cordaan, Amsterdam, The Netherlands
| | - J Vonk
- Lore behandel- en expertisecentrum, Het Warant, Helmond, The Netherlands
| | - F Morisse
- Outreach De Steiger, Psychiatric Centre Dr Guislain, Ghent, Belgium
| | - F Gaese
- Praxis for Psychiatry and Psychotherapy, Private Praxis, Munich, Germany
| | - M Heinrich
- Division of Clinical-Psychological Intervention, Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - T Sappok
- Bielefeld University, Medical School and University Medical Center OWL, Mara Hospital, University Clinic for People with Neurodevelopmental Disorders, Bielefeld, Germany
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8
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Yakupova V, Suarez A. Parental burnout, depression and emotional development of the preschoolers. Front Psychol 2023; 14:1207569. [PMID: 37408967 PMCID: PMC10318402 DOI: 10.3389/fpsyg.2023.1207569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 06/05/2023] [Indexed: 07/07/2023] Open
Abstract
Introduction Parental burnout is becoming more and more prevalent in the world, mainly incultures with high demands towards parents. Parental burnout is distinctive from depression and might have its unique influence on child development, which isunder current international research. This work contributes to the understanding of parental burnout, maternal depression and child emotional development(specifically emotion comprehension) interrelations. Additionally, we explored whether there are differences in the effects of parental burnout and depressionon boys and girls. Methods To analyse the emotional development of the preschoolers, the Russian version of the Test of Emotional Comprehension (TEC) was used. We used the Russian version of the Parental Burnout Inventory (PBI) to analyse the level of PB and the Russian version of Beck depression Inventory (BDI) to assess participants' depression level. Results Parental burnout positively correlates with child emotional comprehension skills, specifically understanding of external causes (B = 0.20, CI: 0.03; 0.37) and mental causes of emotions (B = 0.22, CI: 0.05; 0.40). This effect is gender dependent and is significantlyhigher for girls (B = 0.54, CI: 0.09; 0.98). The effect of maternal depression on emotion comprehension skills is also gender dependent: total scores on emotioncomprehension tasks are significantly higher for daughters of mothers with depression (B = 0.59, CI: 0.001; 1.18). Discussion Maternal depression and parental burnout might provoke development of extra sensitivity and self-regulation strategies in girls.
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Viaux Savelon S, Guedeney A, Borghini A, Tauber MT. Editorial: Prenatal and early life parent-child psychiatric interventions in the perinatal somatic context. Front Psychiatry 2023; 14:1147463. [PMID: 37255677 PMCID: PMC10225723 DOI: 10.3389/fpsyt.2023.1147463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 04/24/2023] [Indexed: 06/01/2023] Open
Affiliation(s)
- Sylvie Viaux Savelon
- Hospices Civils de Lyon, Lyon, France
- Institut des Sciences Cognitives Marc Jeannerod (ISC), Bron, France
| | | | - Ayala Borghini
- Psychomotricity School HETS, HES-SO Geneva, Geneva, Switzerland
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10
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Kidby S, Neale D, Wass S, Leong V. Parent-infant affect synchrony during social and solo play. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210482. [PMID: 36871594 PMCID: PMC9985968 DOI: 10.1098/rstb.2021.0482] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 01/27/2023] [Indexed: 03/07/2023] Open
Abstract
While mother-infant affect synchrony has been proposed to facilitate the early development of social understanding, most investigations into affect synchrony have concentrated more on negative than positive affect. We analysed affect sharing during parent-infant object play, comparing positive and negative affect, to examine how it is modulated by shared playful activity. Mother-infant dyads (N = 20, average infant age 10.7 months) played together (social) or separately (solo) using an object. Both participants increased positive affect during social play as compared with solo play. Positive affect synchrony also increased during social play compared with solo play, whereas negative affect synchrony did not differ. Closer examination of the temporal dynamics of affect changes showed that infants' shifts to positive affect tended to occur contingently in response to their mothers', whereas mothers' shifts to negative affect followed their infants'. Further, during social play, positive affect displays were more long-lived while negative more short-lived. While our sample was small and from a homogeneous population (e.g. white, highly educated parents), limiting the implications of the findings, these results demonstrate that maternal active engagement in playful interaction with her infant affords, increases, and extends infant positive affect and parent-infant positive affect synchrony, providing insights into how the social context modulates infants' affective experiences. This article is part of a discussion meeting issue 'Face2face: advancing the science of social interaction'.
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Affiliation(s)
- Sayaka Kidby
- Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK
| | - Dave Neale
- Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK
| | - Sam Wass
- Department of Psychology, University of East London, London, London E16 2RD, UK
| | - Victoria Leong
- Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK
- Psychology, School of Social Sciences, Nanyang Technological University, 48 Nanyang Avenue, Singapore 639818, Singapore
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Yong GH, Lin MH, Toh TH, Marsh NV. Social- Emotional Development of Children in Asia: A Systematic Review. Behav Sci (Basel) 2023; 13. [PMID: 36829352 DOI: 10.3390/bs13020123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 01/18/2023] [Accepted: 01/25/2023] [Indexed: 02/04/2023] Open
Abstract
There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarizes existing studies on children's social-emotional development in Asia. We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, primarily the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 28, 62.2%). Six themes emerged, including (a) social-emotional development (overall) (n = 24, 53.3%); (b) social competence (n = 7, 15.6%); (c) emotional development (n = 5, 11.1%); (d) social-emotional learning (n = 3, 6.7%); (e) problem behavior (n = 3, 6.7%); (f) self-regulation (n = 2, 4.4%); and (g) both social-emotional learning and problem behavior (n = 1, 2.2%). The findings highlighted the paucity of studies, the need for examining more diverse variables in a similar population, and the low quality of intervention studies in social-emotional research in Asia. Research gaps indicate the need for more social-emotional and ethnocultural studies in other Asian regions. Parent and teacher knowledge of children's social-emotional functioning should be examined more closely in future research.
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12
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Spinelli M, Suttora C, Garcia-Sierra A, Franco F, Lionetti F, Fasolo M. Editorial: Are there different types of child-directed speech? Dynamic variations according to individual and contextual factors. Front Psychol 2023; 13:1056816. [PMID: 36760913 PMCID: PMC9903045 DOI: 10.3389/fpsyg.2022.1056816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 10/03/2022] [Indexed: 01/26/2023] Open
Affiliation(s)
- Maria Spinelli
- 1Department of Neurosciences, Imaging and Clinical Sciences, University of Studies G. d'Annunzio Chieti and Pescara, Chieti, Italy,*Correspondence: Maria Spinelli ✉
| | - Chiara Suttora
- 2Department of Psychology, University of Bologna, Bologna, Italy
| | - Adrian Garcia-Sierra
- 3Department of Speech, Language and Hearing Sciences, University of Connecticut, Storrs, CT, United States
| | - Fabia Franco
- 4Department of Psychology, Middlesex University, London, United Kingdom
| | - Francesca Lionetti
- 1Department of Neurosciences, Imaging and Clinical Sciences, University of Studies G. d'Annunzio Chieti and Pescara, Chieti, Italy
| | - Mirco Fasolo
- 1Department of Neurosciences, Imaging and Clinical Sciences, University of Studies G. d'Annunzio Chieti and Pescara, Chieti, Italy
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Teglasi H, Putnam SP, Majdandžić M. Editorial: Integrative perspectives on the person-context interplay through the lens of temperament. Front Psychol 2023; 14:1156267. [PMID: 36935979 PMCID: PMC10020635 DOI: 10.3389/fpsyg.2023.1156267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 02/20/2023] [Indexed: 03/06/2023] Open
Affiliation(s)
- Hedwig Teglasi
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, United States
- *Correspondence: Hedwig Teglasi
| | - Samuel P. Putnam
- Department of Psychology, Bowdoin College, Brunswick, ME, United States
| | - Mirjana Majdandžić
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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14
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Uccula A, Mercante B, Barone L, Enrico P. Adult Avoidant Attachment, Attention Bias, and Emotional Regulation Patterns: An Eye-Tracking Study. Behav Sci (Basel) 2022; 13:bs13010011. [PMID: 36661583 PMCID: PMC9855192 DOI: 10.3390/bs13010011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 12/06/2022] [Accepted: 12/20/2022] [Indexed: 12/25/2022] Open
Abstract
Proximity-seeking in distress situations is one of attachment theory's primary strategies; insecure individuals often also develop secondary strategies. The mechanisms implied in attachment deactivation constitute a key issue in the current debate related to their role in support-seeking. The main aim of this study is to investigate the attachment deactivation strategy and the processes of proximity/support-seeking under distress conditions by analyzing the attentional processes (i.e., an essential emotion-regulation strategy), using eye-tracking techniques. Seventy-two participants (45 female; Mage 23.9 ± 3.97) responded to the ECR-R questionnaire in order to identify their attachment style. They participated in an experimental situation in which they had to choose between pictures of care or pictures of food, following the presentation of threatening or neutral prime conditions (via the pictures' stimuli). Results showed that a care-consistency response pattern was the most frequent pattern of response, particularly under a threatening condition; on the contrary, only avoidant individuals showed a lower care-consistency response pattern by choosing food pictures. The overall findings demonstrate that avoidant individuals used the deactivation strategy to process comfort-related attachment pictures, suggesting that they considered these stimuli to be threatening. The implications for attachment theory and particularly for avoidant strategies are discussed.
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Affiliation(s)
- Arcangelo Uccula
- Department of History, Human Sciences and Education, University of Sassari, 07100 Sassari, Italy
- Correspondence:
| | - Beniamina Mercante
- Department of Biomedical Sciences, University of Sassari, 07100 Sassari, Italy
| | - Lavinia Barone
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy
| | - Paolo Enrico
- Department of Biomedical Sciences, University of Sassari, 07100 Sassari, Italy
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Sterkenburg PS, Ilic M, Flachsmeyer M, Sappok T. More than a Physical Problem: The Effects of Physical and Sensory Impairments on the Emotional Development of Adults with Intellectual Disabilities. Int J Environ Res Public Health 2022; 19:17080. [PMID: 36554959 PMCID: PMC9778972 DOI: 10.3390/ijerph192417080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 12/03/2022] [Accepted: 12/07/2022] [Indexed: 06/17/2023]
Abstract
With the introduction of the ICD-11 and DSM-5, indicators of adaptive behavior, including social-emotional skills, are in focus for a more comprehensive understanding of neurodevelopmental disorders. Emotional skills can be assessed with the Scale of Emotional Development-Short (SED-S). To date, little is known about the effects of physical disorders and sensory impairments on a person's developmental trajectory. The SED-S was applied in 724 adults with intellectual disabilities, of whom 246 persons had an additional physical and/or sensory impairment. Ordinal regression analyses revealed an association of movement disorders with more severe intellectual disability and lower levels of emotional development (ED) on the overall and domain levels (Others, Body, Material, and Communication). Visual impairments predicted lower levels of ED in the SED-S domains Material and Body, but not the overall level of ED. Hearing impairments were not associated with intellectual disability or ED. Epilepsy correlated only with the severity of intellectual disability. Multiple impairments predicted more severe intellectual disabilities and lower levels of overall ED. In conclusion, physical and sensory impairments may not only affect physical development but may also compromise intellectual and emotional development, which should be addressed in early interventions.
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Affiliation(s)
- Paula S. Sterkenburg
- Department of Clinical Child and Family Studies & Amsterdam Public Health, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands
- Department of Assessment and Treatment, Bartiméus, 3941 XM Doorn, The Netherlands
| | - Marie Ilic
- Diakonische Stiftung Wittekindshof, 32549 Bad Oeynhausen, Germany
| | - Miriam Flachsmeyer
- Berlin Center for Mental Health in Intellectual Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, 10365 Berlin, Germany
| | - Tanja Sappok
- Berlin Center for Mental Health in Intellectual Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, 10365 Berlin, Germany
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Dias Rodrigues A, Cruz-Ferreira A, Marmeleira J, Laranjo L, Veiga G. Which Types of Body-Oriented Interventions Promote Preschoolers' Social-Emotional Competence? A Systematic Review. Healthcare (Basel) 2022; 10. [PMID: 36553937 DOI: 10.3390/healthcare10122413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Revised: 11/15/2022] [Accepted: 11/24/2022] [Indexed: 12/05/2022] Open
Abstract
There has been a recent increase in body-oriented interventions implemented in educational contexts. Body-oriented interventions are grounded on the body-mind relationship, involving body and movement awareness and expression. In this systematic review of the literature on body-oriented interventions implemented in preschool contexts, we review the scope and quality of the quantitative evidence of each type of body-oriented intervention regarding social-emotional competence. Seven databases were searched for randomized controlled trials (RCTs) and quasi-RCTs. Seven core body-oriented intervention programs were found (e.g., play, relaxation, and psychomotricity). Play programs were the most studied and appear to be the most effective to improve social-emotional competence. Nevertheless, the level of scientific evidence was compromised by the lack of studies with high methodological quality.
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Gaspar A, Esteves F. Empathy development from adolescence to adulthood and its consistency across targets. Front Psychol 2022; 13:936053. [PMID: 36300042 PMCID: PMC9590310 DOI: 10.3389/fpsyg.2022.936053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 08/18/2022] [Indexed: 12/02/2022] Open
Abstract
This research was conducted with two main goals-to contribute to knowledge on the development of empathy from early adolescence to adulthood, including its contribution to decoding emotion expression, and to improve the understanding of the nature of empathy by simultaneously assessing empathy toward two different targets-humans and animals. It unfolded into two cross-sectional studies: One (S1) obtaining measures of empathy toward humans and animals as targets across five age groups (from pre-adolescents to adults); and another (S2) where a subset of the adolescents who participated in S1 were assessed in emotion expression decoding and subjective and physiological responses to emotional video clips. The results of S1 showed that empathy toward animals and most dimensions of empathy toward humans increase toward adulthood, with important gender differences in empathy to animals and humans, and empathy levels in girls starting off in the age trajectory at higher levels, A moderate correlation between empathy toward human and toward animal targets was also found. S2 showed that the expression of positive emotion is better recognized than that of negative emotion, surprise, or neutral expression, and that the measure of human-directed empathy predicts successful decoding of negative emotion, whereas skin conductance responses (SCRs) and subjective valence ratings predicted successful identification of positive emotion. Gender differences emerged but not across all age groups nor all subscales. Results yield keys to the developmental "pace" and trajectory of the various dimensions of empathy and to how empathy relates to emotion decoding.
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Affiliation(s)
- Augusta Gaspar
- Católica Research Centre for Psychological—Family and Social Wellbeing, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Francisco Esteves
- Católica Research Centre for Psychological—Family and Social Wellbeing, Universidade Católica Portuguesa, Lisbon, Portugal
- Department of Psychology and Social Work, Mid Sweden University, Östersund, Sweden
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Garaigordobil M, Berrueco L, Celume MP. Developing Children's Creativity and Social-Emotional Competencies through Play: Summary of Twenty Years of Findings of the Evidence-Based Interventions "Game Program". J Intell 2022; 10:77. [PMID: 36278599 DOI: 10.3390/jintelligence10040077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Revised: 08/27/2022] [Accepted: 09/26/2022] [Indexed: 11/07/2022] Open
Abstract
This work presents the results of four cooperative-creative game programs (Game Programs). In all four studies, experimental designs with repeated pretest-posttest measures and control groups were used. Validation samples ranged from 86 to 178 participants, randomly assigning participants to the experimental and control conditions. Before and after each program, a battery of assessment instruments was applied to measure the variables under study. The intervention consists of conducting a weekly game session during the school year. The results of the posttest covariance analyses confirmed a significant impact: (1) in social development, by increasing various positive social behaviors and decreasing many negative social behaviors; by increasing assertive cognitive strategies and prosocial resolution of interpersonal problems; and by enhancing relationships and positive communication among group members; (2) in emotional development, by improving self-concept, peer image, and emotional stability; and (3) in cognitive development, by increasing verbal intelligence, verbal and graphic-figurative creativity, as well as creative personality behaviors and traits. This work provides empirical evidence of the relevance of cooperative-creative play in child development.
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La Grutta S, Epifanio MS, Piombo MA, Alfano P, Maltese A, Marcantonio S, Ingoglia S, Alesi M, Lo Baido R, Mancini G, Andrei F. Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study. Int J Environ Res Public Health 2022; 19. [PMID: 35805285 DOI: 10.3390/ijerph19137628] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 06/17/2022] [Accepted: 06/20/2022] [Indexed: 11/16/2022]
Abstract
Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) completed the Pictures of Facial Affect (POFA), the Drawn Stories Technique, the Classroom Drawing, and the Colored Progressive Matrices. The total sample was randomly divided into an intervention group (N = 116) who took part in psycho-educational activities and a control (no-intervention) group (N = 84). Both groups were tested at baseline, before the intervention started, and at the end of the intervention (4 months from baseline). Results from mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p = 0.01) and an interaction effect between POFA and group (F = 4.82, p = 0.03). No significant main effect was found for classroom drawing over time (F = 0.81, p > 0.05) or for quality of integration and group intervention. These findings support the importance of developing psycho-educational programmes in school for promotion of emotional health for preventing not only the onset of problematic behaviours at school such as bullying but also the development of clinical conditions linked to difficulties in emotional recognition, expression, and regulation such as alexithymia.
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20
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Potter S, Gerstorf D, Schmiedek F, Drewelies J, Wolff JK, Brose A. Health sensitivity in the daily lives of younger and older adults: correlates and longer-term change in health. Aging Ment Health 2022; 26:1261-1269. [PMID: 33938784 DOI: 10.1080/13607863.2021.1913475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
OBJECTIVES How susceptible older adults' affect is to fluctuations in health (i.e., health sensitivity) indicates how well they adapt to everyday health challenges. Theory and evidence are inconsistent as to whether older adults are more or less health sensitive than younger adults. The role of health burden as correlate and outcome of health sensitivity and age differences therein is also unclear. We thus move the study of health sensitivity ahead from longitudinal inquiry to examine age differences, the role of health burden, and long-term implications of daily life health sensitivitMethods: We use data from COGITO where 101 younger adults (Mage = 25; range = 20-31) and 103 older adults (Mage = 71; range = 65-80) gave daily reports of physical symptoms and positive and negative affect during a ∼100-day micro-longitudinal phase, as well as reports of trait-level health two years before and after. RESULTS Extending earlier reports, older age and higher health burden were (independently) associated with lower health sensitivity in positive but not negative affect. Health sensitivity was unrelated to long-term changes in health burden. CONCLUSION We take our findings to indicate successful aging (older adults are not more emotionally vulnerable to health issues) and discuss habituation as a process underlying how age and health burden may reduce health sensitivity.
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Affiliation(s)
- Sophie Potter
- Department of Psychology, Humboldt University Berlin, Berlin, Germany.,Max Planck Institute for Human Development, Berlin, Germany
| | - Denis Gerstorf
- Department of Psychology, Humboldt University Berlin, Berlin, Germany.,German Institute for Economic Research (DIW Berlin), Berlin, Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt, Germany
| | - Johanna Drewelies
- Department of Psychology, Humboldt University Berlin, Berlin, Germany
| | - Julia K Wolff
- University Hospital Greifswald, Greifswald, Germany.,IGES Institute Berlin, Berlin, Germany
| | - Annette Brose
- Department of Psychology, Humboldt University Berlin, Berlin, Germany.,German Institute for Economic Research (DIW Berlin), Berlin, Germany
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21
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Hermann H, Berndt N, Lytochkin A, Sappok T. Behavioural phenomena in persons with an intellectual developmental disorder according to the level of emotional development. J Intellect Disabil Res 2022; 66:483-498. [PMID: 35357054 DOI: 10.1111/jir.12930] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 02/23/2022] [Accepted: 03/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Challenging behaviours in people with an intellectual developmental disorder (IDD) are complex and often difficult to understand. The developmental perspective may provide additional insights into the specific behavioural patterns and underlying motives in different emotional reference ages. METHODS The behaviours of 185 adults with IDD who were admitted to psychiatry were systematically assessed with the Aberrant Behaviour Checklist (ABC) and the Modified Overt Aggression Scale (MOAS). The association of the different behaviours with various emotional reference age groups as assessed with the Scale of Emotional Development - Short (SED-S) was analysed to deduce behavioural patterns typical for a certain level of functioning. RESULTS Overall, the severity of challenging behaviours decreases in higher emotional reference age groups. Physical aggression was most prevalent in persons in the second phase of emotional development (7-18 months reference age). In SED-S-1 (reference age 0-6 months), the persons appeared to be searching for physical comfort and showed high scores in social withdrawal, stereotypies and aggression towards the self. Persons functioning in SED-S-2 (reference age 7-18 months) scored highest in irritability and physical aggression (searching for security), while those in SED-S-3 (19-36 months) exhibited the searching for autonomy type characterised by defiant and socially inappropriate behaviours. Persons with an emotional reference age of 4-7 years (SED-S-4) showed inappropriate speech, verbal self-regulation and depressive-like behavioural aspects (searching for identity). CONCLUSIONS The behavioural phenomena exhibited in a certain emotional reference age may support the clinician to differentiate behavioural problems from psychopathological symptoms to yield the proper diagnosis.
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Affiliation(s)
- H Hermann
- Center for Mental Health in Intellectual Developmental Disabilities, Evangelisches Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
| | - N Berndt
- Department of Clinical Child and Adolescent Psychology and Psychotherapy, Philipps-University, Marburg, Germany
- Vitos Clinic for Psychiatry and Psychotherapy Haina, Haina, Germany
| | - A Lytochkin
- Center for Mental Health in Intellectual Developmental Disabilities, Evangelisches Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | - T Sappok
- Center for Mental Health in Intellectual Developmental Disabilities, Evangelisches Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
- Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany
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22
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Aguilar-Mediavilla E, O'Kearney R, Adrover-Roig D, Simon-Cereijido G, Buil-Legaz L. Editorial: Socio-Emotional and Educational Variables in Developmental Language Disorder (DLD). Front Psychol 2022; 13:882397. [PMID: 35401314 PMCID: PMC8990923 DOI: 10.3389/fpsyg.2022.882397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 03/02/2022] [Indexed: 11/30/2022] Open
Affiliation(s)
- Eva Aguilar-Mediavilla
- Investigation in Development, Education and Language Laboratory, Institute of Educational Research and Innovation, University of the Balearic Islands, Palma, Spain
| | - Richard O'Kearney
- Research School of Psychology, Australian National University, Canberra, ACT, Australia
| | - Daniel Adrover-Roig
- Investigation in Development, Education and Language Laboratory, Institute of Educational Research and Innovation, University of the Balearic Islands, Palma, Spain
| | - Gabriela Simon-Cereijido
- Department of Communication Disorders, California State University, Los Angeles, CA, United States
| | - Lucía Buil-Legaz
- Investigation in Development, Education and Language Laboratory, Institute of Educational Research and Innovation, University of the Balearic Islands, Palma, Spain
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Abstract
Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants' emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.
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24
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Ortega-Ruipérez B, Castellanos Sánchez A, Marcano B. Risks in Adolescent Adjustment by Internet Exposure: Evidence From PISA. Front Psychol 2021; 12:763759. [PMID: 34712190 PMCID: PMC8546345 DOI: 10.3389/fpsyg.2021.763759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Accepted: 09/15/2021] [Indexed: 11/25/2022] Open
Abstract
Problematic use and abuse of the Internet has manifested new risks among adolescents that affect academic, social, and emotional adjustment. In the academic domain, the role of Internet use on school performance and learning is studied, including the level of competence as a factor in this domain. On the social level, we measure how Internet use affects school climate and problems related to bullying. On the emotional aspect, the relationship between Internet use and satisfaction and positive feelings is studied, including wellbeing as a construct part of this domain. To find these relationships, data obtained from the Program for International Student Assessment survey, 2018 edition are used. Structural equation modeling was used to determine the most significant relationships between the aspects studied and Internet use. Internet use includes four independent variables: two on abuse (time of use on a weekday outside of class and on a weekend) and two on problematic use (perception about forgetting time and perceived discomfort if the Internet does not work). The results answer three research questions: (1) how the constructs created relate to the four independent variables on Internet usage, (2) how the observed variables respond to the latent constructs, and (3) how all these constructs are related to each other. These results highlight the need to teach young people to use the Internet in a useful and healthy way, as a preventive measure, and help professionals who detect technology abuse to act with effective measures to prevent the psychological consequences, working on the academic, social, and emotional aspects that have shown the greatest relationship. The problematic Internet use is a complex problem and it is impossible and imprudent to relate it to isolated factors: It is necessary to consider different factors to better understand the problem.
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Affiliation(s)
- Beatriz Ortega-Ruipérez
- Educational Technology Department, Faculty of Education, Universidad Internacional de La Rioja, Logroño, Spain
| | | | - Beatriz Marcano
- Educational Technology Department, Faculty of Education, Universidad Internacional de La Rioja, Logroño, Spain
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25
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Fotheringham F, Herman M, Robbins E, Dritschel B. Using Visual Representations to Demonstrate Complexity in Mixed Emotional Development Across Childhood. Front Psychol 2021; 12:659346. [PMID: 34413809 PMCID: PMC8370106 DOI: 10.3389/fpsyg.2021.659346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 06/18/2021] [Indexed: 12/03/2022] Open
Abstract
Previous studies have shown a developmental trend in mixed emotional understanding. As children develop throughout childhood, they begin to recognise simultaneity of positive and negative emotions. However, previous studies have limited ecological validity as they assessed emotion choice using only a single positive and single negative emotion. Therefore, the present study aims to broaden the understanding of mixed emotional development by allowing a wider emotion choice. Mixed emotions were measured using the analogue emotions scale (AES) which allows both intensity of the emotional responses and time to be captured. In the present study, 211 children aged 4–10 were divided into one of three protagonist conditions (self, peer and adult) and read a vignette about the protagonist moving house. Choosing from seven emotions (happy, calm, surprise, sad, worry, fear and anger), they plotted the intensity and duration of each emotion they thought was represented in the vignette. The present study replicated the developmental trend that younger children are more likely than older children to choose a single emotion, and older children are more likely to perceive more simultaneity of emotion than younger children. This trend was demonstrated in the number of emotions chosen, and also the complexity of the AES pattern plotted. Additionally, the present study extended previous research by demonstrating that by broadening the emotion choice, the emotion interaction is more complex than previous studies were able to show.
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Affiliation(s)
- Francesca Fotheringham
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, United Kingdom
| | - Matthias Herman
- School of Mathematics and Statistics, University of St Andrews, St Andrews, United Kingdom
| | - Erin Robbins
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, United Kingdom
| | - Barbara Dritschel
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, United Kingdom
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26
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Gaviria E, Quintanilla L, Navas MJ. Influence of Group Identification on Malicious and Benign Envy: A Cross-Sectional Developmental Study. Front Psychol 2021; 12:663735. [PMID: 34276488 PMCID: PMC8277992 DOI: 10.3389/fpsyg.2021.663735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Accepted: 05/24/2021] [Indexed: 11/13/2022] Open
Abstract
Envy is the result of a social comparison that shows us a negative image of ourselves. The present study addresses the effect of the context of group comparison and group identification on children's expression of this emotion. Through different stories, participants aged between 6 and 11 years were exposed to four contexts of upward social comparison in which they had to adopt the role of the disadvantaged character. From their emotional responses and their decisions in a resource allocation task, three response profiles were created: malicious envy, benign envy, and non-envy. Although we found important differences between verbal and behavioral responses, the results showed greater envy, both malicious and benign, when the envied was an out-group. On the other hand, when the envied belonged to the in-group and competed with a member of the out-group, malicious but not benign envy practically disappeared. With age, envious responses decreased, and non-envious responses increased. The role of social identity in the promotion and inhibition of envy is discussed, as well as the acquisition of emotional display rules in the benign envy and non-envy profiles.
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Affiliation(s)
- Elena Gaviria
- Department of Social and Organizational Psychology, National University of Distance Education, Madrid, Spain
| | - Laura Quintanilla
- Department of Methodology for Behavioral Sciences, National University of Distance Education, Madrid, Spain
| | - María José Navas
- Department of Methodology for Behavioral Sciences, National University of Distance Education, Madrid, Spain
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27
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Scandurra C, Santaniello A, Cristiano S, Mezza F, Garzillo S, Pizzo R, Menna LF, Bochicchio V. An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children-The Federico II Model of Healthcare Zooanthropology. Animals (Basel) 2021; 11:1504. [PMID: 34067357 DOI: 10.3390/ani11061504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 05/10/2021] [Accepted: 05/20/2021] [Indexed: 11/17/2022] Open
Abstract
Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6-7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student's t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.
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28
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von Stumm S, Plomin R. Does private education make nicer people? The influence of school type on social- emotional development. Br J Psychol 2021; 112:373-388. [PMID: 32580254 DOI: 10.1111/bjop.12462] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 05/23/2020] [Indexed: 11/28/2022]
Abstract
In a longitudinal sample from Britain, we tested if attending private, fee-charging schools rather than non-selective state schools benefitted children's social-emotional development. State (N = 2,413) and private school children (N = 269) showed no differences in well-being across adolescence, but private school children reported fewer behaviour problems and greater peer victimisation over time than state schoolers. These results were independent of schools' selection criteria, including family background, and prior academic and cognitive performance. At age 21, private and state school students differed marginally in social-emotional behaviours, such as self-control, volunteering, sexual conduct, and substance use. After considering schools' selection criteria, only risk taking and age at having the first alcoholic drink differed between private and state school children, with the privately educated ones being less risk averse and drinking at younger ages than those attending state school. Our results suggest that private education adds little positive value to children's social-emotional development.
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Affiliation(s)
- Sophie von Stumm
- Department of Education, University of York, Heslington, York, UK
| | - Robert Plomin
- Department of Education, University of York, Heslington, York, UK
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29
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Burley DT, Hobson CW, Adegboye D, Shelton KH, van Goozen SHM. Negative parental emotional environment increases the association between childhood behavioral problems and impaired recognition of negative facial expressions. Dev Psychopathol 2021;:1-10. [PMID: 33926601 DOI: 10.1017/S0954579420002072] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Impaired facial emotion recognition is a transdiagnostic risk factor for a range of psychiatric disorders. Childhood behavioral difficulties and parental emotional environment have been independently associated with impaired emotion recognition; however, no study has examined the contribution of these factors in conjunction. We measured recognition of negative (sad, fear, anger), neutral, and happy facial expressions in 135 children aged 5-7 years referred by their teachers for behavioral problems. Parental emotional environment was assessed for parental expressed emotion (EE) - characterized by negative comments, reduced positive comments, low warmth, and negativity towards their child - using the 5-minute speech sample. Child behavioral problems were measured using the teacher-informant Strengths and Difficulties Questionnaire (SDQ). Child behavioral problems and parental EE were independently associated with impaired recognition of negative facial expressions specifically. An interactive effect revealed that the combination of both factors was associated with the greatest risk for impaired recognition of negative faces, and in particular sad facial expressions. No relationships emerged for the identification of happy facial expressions. This study furthers our understanding of multidimensional processes associated with the development of facial emotion recognition and supports the importance of early interventions that target this domain.
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30
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Sappok T, Heinrich M, Böhm J. The impact of emotional development in people with autism spectrum disorder and intellectual developmental disability. J Intellect Disabil Res 2020; 64:946-955. [PMID: 33043998 DOI: 10.1111/jir.12785] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 09/08/2020] [Accepted: 09/15/2020] [Indexed: 05/08/2023]
Abstract
BACKGROUND Intellectual developmental disabilities (IDDs) and autism spectrum disorders (ASDs) are developmental conditions, which may also be associated with impairments in emotional development (ED). ED can be assessed using the Scale of Emotional Development - Short (SED-S), a five-stage model consisting of eight domains, which allows to study the relationship between ASD and ED in people with IDD. METHODS In this retrospective study, the level of ED was compared in 327 adults with IDD with [n = 83; mean age 38.3 years; level of IDD: mild (6), moderate (21), severe (45) and profound (11)] and without [n = 244, mean age 36.9 years; level of IDD: mild (67), moderate (73), severe (68) and profound (36)] ASD. The discriminative ability of the SED-S was determined by a regression in a training and a validation sample. RESULTS The level of ED correlated with the severity of IDD (rs = -.654) and the presence of ASD (rs = -.316). People with additional ASD showed lower levels of ED compared with those with IDD only (mean reference ages 7-18 vs 19-36 months). The developmental profiles were equally balanced in ASD and IDD-only. A regression analysis revealed three domains ('Relating-to-Peers', 'Differentiating-Emotions', and 'Regulating-Affect') to be useful for ASD assignment (AUC > 0.70, sensitivity 0.76-0.80, specificity 0.62-0.63). CONCLUSIONS In people with IDD, additional ASD was associated with delays in ED, which may be considered in diagnostics, treatment and care.
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Affiliation(s)
- T Sappok
- Center for Mental Health in Developmental Disabilities, Evangelisches Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | - M Heinrich
- Fakultät für Erziehungswissenschaft und Psychologie, AB Klinisch-Psychologische Intervention, Freie Universität Berlin, Berlin, Germany
| | - J Böhm
- Center for Mental Health in Developmental Disabilities, Evangelisches Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
- Fakultät für Erziehungswissenschaft und Psychologie, Zentrum für Seelische Gesundheit, Freie Universität Berlin, Berlin, Germany
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31
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Abstract
Infants show strikingly different reactions to incongruity: looking (Baillargeon, 1998) or smiling (Mireault & Reddy, 2016). The former occurs in response to magical events and the latter to humorous events. We argue that these reactions depend largely on the respective experimental methodologies employed, including the popular Violation of Expectation (VOE) paradigm. Although both types of studies involve infants' reactions to incongruity, their literatures have yet to confront each other and researchers in each domain are drawing strikingly different conclusions regarding infants' understanding of the world. Here, we argue that infants are sensitive to and constrained by several contextual differences in the methodologies employed by incongruity researchers that afford one or the other reaction. We apply De Jaegher & Di Paolo's (2007) Participatory Sense Making framework to further understand what infants are sensitive to in these paradigms. Understanding infants' reactions to incongruity (i.e., VOE) is necessary to clear up claims regarding the sophisticatication of their knowledge of physical and social phenomena. Attention to several simple methodological details is recommended.
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Segal SC, Moulson MC. Dynamic Advances in Emotion Processing: Differential Attention towards the Critical Features of Dynamic Emotional Expressions in 7-Month-Old Infants. Brain Sci 2020; 10:brainsci10090585. [PMID: 32847037 PMCID: PMC7564740 DOI: 10.3390/brainsci10090585] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/13/2020] [Accepted: 08/18/2020] [Indexed: 11/16/2022] Open
Abstract
Infants' visual processing of emotion undergoes significant development across the first year of life, yet our knowledge regarding the mechanisms underlying these advances is limited. Additionally, infant emotion processing is commonly examined using static faces, which do not accurately depict real-world emotional displays. The goal of this study was to characterize 7-month-olds' visual scanning strategies when passively viewing dynamic emotional expressions to examine whether infants modify their scanning patterns depending on the emotion. Eye-tracking measures revealed differential attention towards the critical features (eyes, mouth) of expressions. The eyes captured the greatest attention for angry and neutral faces, and the mouth captured the greatest attention for happy faces. A time-course analysis further elucidated at what point during the trial differential scanning patterns emerged. The current results suggest that 7-month-olds are sensitive to the critical features of emotional expressions and scan them differently depending on the emotion. The scanning patterns presented in this study may serve as a link to understanding how infants begin to differentiate between expressions in the context of emotion recognition.
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Sanchis-Sanchis A, Grau MD, Moliner AR, Morales-Murillo CP. Effects of Age and Gender in Emotion Regulation of Children and Adolescents. Front Psychol 2020; 11:946. [PMID: 32528367 PMCID: PMC7265134 DOI: 10.3389/fpsyg.2020.00946] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 04/16/2020] [Indexed: 01/25/2023] Open
Abstract
Emotional regulation, understood as the skills and strategies needed to influence and/or modify the emotional experiences, has a very remarkable implication within numerous emotional and behavioral disorders in childhood and adolescence. In recent years there has been a significant increase in research on emotional regulation, however, the results are still divergent in terms of differences in emotional regulation in relation to age and gender. This study aimed to assess emotional regulation in adolescents in relation to their age and gender. Two hundred and fifty-four adolescents from eight schools in the Valencian Community and aged between 9 and 16 years participated in the study. The adolescents completed the Cognitive Emotion Regulation Questionnaire and the FEEL-KJ questionnaire. We analyzed the differences in emotional regulation strategies and a latent emotional regulation variable in two age groups (9-12 years and 13-16 years) and by gender. The results suggested that children and pre-adolescents in the 9-12 year group obtained lower scores in the emotional regulation strategies than the 13-16 year group. Girls reported higher scores on the use of emotional regulation strategies when experiencing sadness, anxiety and anger than boys, and on the overall average of regulation according to these specific emotions. Age, but not gender, had a major effect on scores for the latent variable of emotion regulation. An interaction effect between age and gender was identified in the latent emotion regulation scores. Girls tended to have higher scores than boys when they were younger and lower scores than boys when they were older. These results could be relevant for designing prevention and intervention programs for adolescents and at different ages.
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Affiliation(s)
- Alejandro Sanchis-Sanchis
- Escuela de Doctorado, Catholic University of Valencia “San Vicente Mártir”, Valencia, Spain
- Faculty of Psychology, Catholic University of Valencia “San Vicente Mártir”, Valencia, Spain
| | - Ma Dolores Grau
- Faculty of Psychology, Catholic University of Valencia “San Vicente Mártir”, Valencia, Spain
| | - Adoración-Reyes Moliner
- Faculty of Psychology, Catholic University of Valencia “San Vicente Mártir”, Valencia, Spain
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Sappok T, Došen A, Zepperitz S, Barrett B, Vonk J, Schanze C, Ilic M, Bergmann T, De Neve L, Birkner J, Zaal S, Bertelli MO, Hudson M, Morisse F, Sterkenburg P. Standardizing the assessment of emotional development in adults with intellectual and developmental disability. J Appl Res Intellect Disabil 2020; 33:542-551. [PMID: 32048401 DOI: 10.1111/jar.12697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2019] [Revised: 11/01/2019] [Accepted: 12/07/2019] [Indexed: 11/29/2022]
Abstract
OBJECTIVE The Scale of Emotional Development-Short (SED-S) is an instrument to assess the level of emotional development (ED) in people with intellectual and developmental disability. Index cases are developed as a didactic tool to standardize the application of the scale. METHOD In a stepwise process, a European working group from six countries developed five index cases, one for each level of ED. All cases were first scored by 20 raters using the SED-S and then rephrased to reduce inter-rater variations (SD > 0.5). RESULTS All five index cases yielded overall ratings that matched the intended level of ED. Across the range of ED, Regulating Affect needed rephrasing most to ensure a distinct description within each level of ED. CONCLUSIONS The tri-lingual, cross-cultural evolution of five index cases contributes to a standardized application of the SED-S and can serve as training material to improve the inter-rater reliability of the SED-S across different cultures and languages.
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Affiliation(s)
- Tanja Sappok
- Berlin Center for Mental Health in Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | - Anton Došen
- Psychiatric Aspects of Intellectual Disability, University Nijmegen, Nijmegen, The Netherlands
| | - Sabine Zepperitz
- Berlin Center for Mental Health in Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | - Brian Barrett
- Liebenau Clinics, Catholic University of Freiburg, Germany
| | | | | | | | - Thomas Bergmann
- Berlin Center for Mental Health in Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | - Leen De Neve
- Psychiatric Centre Caritas Melle, Melle, Belgium
| | - Joana Birkner
- Berlin Center for Mental Health in Developmental Disabilities, Ev. Krankenhaus Königin Elisabeth Herzberge, Berlin, Germany
| | | | - Marco O Bertelli
- San Sebastiano Foundation, CREA (Clinical and Research Centre), Florence, Italy
| | - Mark Hudson
- Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, UK
| | - Filip Morisse
- Psychiatric Centre Dr. Guislain, Ghent, Belgium.,University College Ghent, Ghent, Belgium
| | - Paula Sterkenburg
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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35
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Mikkelsen MB, O'Toole MS, Mehlsen M. Comparing negative emotion differentiation in young and older individuals: A picture-based study. Scand J Psychol 2020; 61:513-517. [PMID: 31951669 DOI: 10.1111/sjop.12615] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2019] [Accepted: 11/21/2019] [Indexed: 11/29/2022]
Abstract
Life span theories suggest that emotional experiences become more complex (i.e., nuanced and differentiated) with age. Theoretically, the cause of this increased complexity has been proposed to be age-related changes in life contexts such as goals and daily stressors. Consequently, age may not affect emotional complexity in settings where the influence of age-specific life contexts is reduced. However, this hypothesis has yet to be explored. In the present study, we investigated one aspect of emotional complexity, namely emotion differentiation. Extending previous research, we assessed age-group differences in negative emotion differentiation between young and older adults in a controlled experimental setting. A sample of 114 young and 132 older adults rated their emotional response to 34 negative pictures according to intensity of four negative emotions. Based on these ratings, two indicators of emotion differentiation were calculated. The results revealed no significant age-group differences in negative emotion differentiation. The findings indicate stability in negative emotion differentiation with increasing age when the influence of life context is reduced. The findings are consistent with life span theories suggesting that developmental changes in emotional complexity occur largely as a result of age-related changes in life contexts rather than more stable age-related changes in individual characteristics.
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Affiliation(s)
| | - Mia Skytte O'Toole
- Department of Psychology and Behavioural Sciences, Aarhus University, Aarhus, Denmark
| | - Mimi Mehlsen
- Department of Psychology and Behavioural Sciences, Aarhus University, Aarhus, Denmark
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36
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Hoemann K, Wu R, LoBue V, Oakes LM, Xu F, Barrett LF. Developing an Understanding of Emotion Categories: Lessons from Objects. Trends Cogn Sci 2020; 24:39-51. [PMID: 31787499 PMCID: PMC6943182 DOI: 10.1016/j.tics.2019.10.010] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Revised: 10/04/2019] [Accepted: 10/30/2019] [Indexed: 01/12/2023]
Abstract
How and when infants and young children begin to develop emotion categories is not yet well understood. Research has largely treated the learning problem as one of identifying perceptual similarities among exemplars (typically posed, stereotyped facial configurations). However, recent meta-analyses and reviews converge to suggest that emotion categories are abstract, involving high-dimensional and situationally variable instances. In this paper we consult research on the development of abstract object categorization to guide hypotheses about how infants might learn abstract emotion categories because the two domains present infants with similar learning challenges. In particular, we consider how a developmental cascades framework offers opportunities to understand how and when young children develop emotion categories.
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Affiliation(s)
- Katie Hoemann
- Department of Psychology, Northeastern University, Boston, MA, USA
| | - Rachel Wu
- Department of Psychology, University of California at Riverside, Riverside, CA, USA.
| | - Vanessa LoBue
- Department of Psychology, Rutgers University, Newark, NJ, USA
| | - Lisa M Oakes
- Department of Psychology, University of California at Davis, Davis, CA, USA
| | - Fei Xu
- Department of Psychology, University of California at Berkeley, Berkeley, CA, USA
| | - Lisa Feldman Barrett
- Department of Psychology, Northeastern University, Boston, MA, USA; Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA; Martinos Center for Biomedical Imaging, Charlestown, MA, USA.
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37
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Bos DJ, Dreyfuss M, Tottenham N, Hare TA, Galván A, Casey BJ, Jones RM. Distinct and similar patterns of emotional development in adolescents and young adults. Dev Psychobiol 2019; 62:591-599. [PMID: 31802483 PMCID: PMC7384025 DOI: 10.1002/dev.21942] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Revised: 10/17/2019] [Accepted: 11/06/2019] [Indexed: 12/12/2022]
Abstract
Adolescence is a developmental period of increased sensitivity to social emotional cues, but it is less known whether young adults demonstrate similar social emotional sensitivity. The current study tested variation in reaction times to emotional face cues during different phases of emotional development. Ex‐Gaussian parameters mu, sigma, and tau were computed, in addition to mean, median and standard deviation (SD) in reaction times (RT) during an emotional go/nogo‐paradigm with fearful, happy, and calm facial expressions in 377 participants, 6–30 years of age. Across development, mean RT showed slowing to fearful facial expressions relative to both calm and happy facial cues, but mu revealed that this pattern was specific to adolescence. In young adulthood, increased variability to fearful expressions relative to both happy and calm ones was captured by SD and tau. The findings that adolescents had longer response latencies to fearful faces, whereas young adults demonstrated greater response variability to fearful faces, together reflect how social emotional processing continues to evolve from adolescence into early adulthood. The findings suggest that young adulthood is also a vulnerable period for processing social emotional cues that ultimately may be important to better understand why different psychopathologies emerge in early adulthood.
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Affiliation(s)
- Dienke J Bos
- The Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, USA.,Department of Psychiatry, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Michael Dreyfuss
- The Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, USA
| | - Nim Tottenham
- Department of Psychology, Columbia University, New York, NY, USA
| | - Todd A Hare
- Department of Economics, Zürich Center for Neuroeconomics, University of Zürich, Zürich, Switzerland
| | - Adriana Galván
- Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA
| | - B J Casey
- Department of Psychology, Yale University, New Haven, CT, USA
| | - Rebecca M Jones
- The Sackler Institute for Developmental Psychobiology, Weill Cornell Medicine, New York, NY, USA
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38
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Sundaur AH, Rustina Y. The Correlation between Caregivers' Characteristics and Emotional Development of Pre-School Children in Depok, Indonesia. Compr Child Adolesc Nurs 2019; 42:245-251. [PMID: 31192713 DOI: 10.1080/24694193.2019.1594456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study aimed to identify the correlation between emotional developments in pre-school children and the caregivers' characteristics. This study employed cross sectional design with cluster sampling technique and involved 206 respondents. The inclusion criteria were mothers of a child aged 3-6 years old and willing to participate in the study. The result showed 42.7% children exhibited deviation in emotional development. There was a significant relationship of mother's education and emotional development in children (p = 0.024; α = 0.05). Children of unemployed mothers had higher percentage of emotional deviation compared to working mother, although it was not significantly different (p = 0.387; α = 0.05). There was no significant correlation between caregivers and emotional development in children (p = 0.102; α = 0.05), child's age and emotional development (p = 0.183; α = 0.05), and child's gender and emotional development (p = 0.206; α = 0.05). Based on these findings, the stimulation of emotional development should be integrated into the curriculum for pre-school children in order to optimize their development.
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Affiliation(s)
| | - Yeni Rustina
- a Faculty of Nursing , Universitas Indonesia , Depok , West Java , Indonesia
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39
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Garcia Durand J, Batista Geraldini SAR, Perez Paschoal L, Cangueiro L, Tamarozzi Mamede D, Scandiuzzi de Brito T, Vaz Marques M, David V, Lerner R. Case-contrast study about parent-infant interaction in a Brazilian sample of siblings of children with autism spectrum disorders. Infant Ment Health J 2019; 40:289-301. [PMID: 30849191 DOI: 10.1002/imhj.21772] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Siblings of children with autism spectrum disorders (ASD) present greater susceptibility to developmental problems, in comparison with siblings of typically developing children. The greater prevalence of mental health disorders among parents of children with ASD increases younger siblings' vulnerability to emotional problems. The aim of this study is to compare the interaction between carers and babies aged 2 to 26 months (M = 11.7, SD = 6.9) who are siblings of children with ASD (ASD dyads) with the interaction of dyads of siblings of typically developing children (TD dyads). The protocol of Clinical Indicators of Risk for Child Development and the Coding Interactive Behaviour measures were used to evaluate interaction. ASD dyads presented higher scores of constriction in their interaction, P = .024, with babies presenting higher scores of withdrawal behavior, P = .003, and carers presenting higher scores of depressive mood, P = .008, when compared to TD dyads. The ASD dyads have interactive impairments more frequently than do the TD dyads.
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Affiliation(s)
- Julia Garcia Durand
- University of São Paulo/Institut of Psychology (IPUSP) and Mackenzie Presbiterian University
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40
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Vandenbroucke L, Weeda W, Lee N, Baeyens D, Westfall J, Figner B, Huizinga M. Heterogeneity in Cognitive and Socio-Emotional Functioning in Adolescents With On-Track and Delayed School Progression. Front Psychol 2018; 9:1572. [PMID: 30197618 PMCID: PMC6118220 DOI: 10.3389/fpsyg.2018.01572] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Accepted: 08/07/2018] [Indexed: 02/03/2023] Open
Abstract
Adolescence is characterized by considerable changes in cognitive and socio-emotional skills. There are considerable differences between adolescents with regards to the development of these skills. However, most studies examine adolescents' average functioning, without taking into account this heterogeneity. The current study applies network analysis in order to examine heterogeneity of cognitive and socio-emotional functioning in adolescents on-track or delayed in their school progression. Data was collected at two time-points for on-track (n = 320) and delayed (n = 69) adolescents (Mage = 13.30 years, SDage = 0.77). Repeated measures ANOVA showed no significant differences between the groups in cognitive and socio-emotional functioning (p's > 0.05). Network analysis revealed that executive functions play a key role in the network of cognitive, social, and emotional functioning. This is especially the case in the delayed group where executive functions are even more central, both at T1 (inhibition and shifting) and T2 (shifting). Subsequent community analysis revealed three profiles in both groups: a well-adapted and well-balanced group, a group with high levels of need for arousal and risk-taking, and a group with regulation problems. Compared to on-track adolescents, delayed adolescents showed even higher levels of risk-taking in the second profile and higher levels of executive function problems in the third profile at T1. These differences were leveled out at T2, indicating adolescents in the delayed group catch up with their peers. This study highlights the intricate balance between cognitive, social and emotional functioning in adolescents in relation to school performance and provides preliminary evidence of the importance of taking individual differences within groups into account.
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Affiliation(s)
- Loren Vandenbroucke
- Research Group of Parenting and Special Education, KU Leuven, Leuven, Belgium
| | - Wouter Weeda
- Department of Methodology and Statistics, Leiden University, Leiden, Netherlands
| | - Nikki Lee
- Department of Clinical, Neuro- and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Dieter Baeyens
- Research Group of Parenting and Special Education, KU Leuven, Leuven, Belgium
| | - Jon Westfall
- Department of Counselor Education and Psychology, Delta State University, Cleveland, MS, United States
| | - Bernd Figner
- Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Mariëtte Huizinga
- Department of Educational and Family Studies, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
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41
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Mancini G, Biolcati R, Agnoli S, Andrei F, Trombini E. Recognition of Facial Emotional Expressions Among Italian Pre-adolescents, and Their Affective Reactions. Front Psychol 2018; 9:1303. [PMID: 30123150 PMCID: PMC6085998 DOI: 10.3389/fpsyg.2018.01303] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2017] [Accepted: 07/09/2018] [Indexed: 11/13/2022] Open
Abstract
The recognition of emotional facial expressions is a central aspect for an effective interpersonal communication. This study aims to investigate whether changes occur in emotion recognition ability and in the affective reactions (self-assessed by participants through valence and arousal ratings) associated with the viewing of basic facial expressions during preadolescence (n = 396, 206 girls, aged 11-14 years, Mage = 12.73, DS = 0.91). Our results confirmed that happiness is the best recognized emotion during preadolescence. However, a significant decrease in recognition accuracy across age emerged for fear expressions. Moreover, participants' affective reactions elicited by the vision of happy facial expressions resulted to be the most pleasant and arousing compared to the other emotional expressions. On the contrary, the viewing of sadness was associated with the most negative affective reactions. Our results also revealed a developmental change in participants' affective reactions to the stimuli. Implications are discussed by taking into account the role of emotion recognition as one of the main factors involved in emotional development.
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Affiliation(s)
- Giacomo Mancini
- Department of Education, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Roberta Biolcati
- Department of Education, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Sergio Agnoli
- Marconi Institute for Creativity, Alma Mater Studiorum University of Bologna, Sasso Marconi, Italy
| | - Federica Andrei
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Elena Trombini
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
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42
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Turton GM, Nauta MM, Wesselmann ED, McIntyre MM, Graziano WG. The Associations of Greek and Religious Organization Participation with College Students' Social Well-Being and Purpose. J Psychol 2018. [PMID: 29522382 DOI: 10.1080/00223980.2018.1431601] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Abstract
Two online-survey studies examined the associations of Greek (i.e., sorority and fraternity) and religious (i.e., church or campus ministry) organization participation with college students' social well-being and sense of purpose. In study 1 (N = 281), religious organization membership (versus no membership) was associated with connectedness and purpose, but for Greek organizations the associations held only with respect to level of organization involvement. In study 2 (N = 426), Greek and religious organization membership were both associated with most social well-being and purpose indicators, but only Greek membership was linked to lower loneliness. As in study 1, level of involvement in Greek, but not religious, organizations was linked to social well-being. Hypothesized moderators of the associations between organization membership and the purpose and social well-being variables were not supported. We discuss implications for professionals who work with college students to promote well-being, and we present future research ideas.
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43
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Beier JS, Dunfield KA. Response: Commentary: A construct divided: prosocial behavior as helping, sharing, and comforting subtypes. Front Psychol 2018; 9:553. [PMID: 29719526 PMCID: PMC5914279 DOI: 10.3389/fpsyg.2018.00553] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2017] [Accepted: 04/03/2018] [Indexed: 11/13/2022] Open
Affiliation(s)
- Jonathan S Beier
- Department of Psychology, University of Maryland, College Park, MD, United States
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44
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Callear A, Harvey ST, Bimler D, Catto N. Profiling children's emotion regulation behaviours. Br J Dev Psychol 2018; 36:540-556. [PMID: 29460430 DOI: 10.1111/bjdp.12237] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Revised: 01/16/2018] [Indexed: 11/26/2022]
Abstract
Callear, Harvey, and Bimler (2016, International Journal of Behavioral Development, 41, 456) organized children's emotion regulation behaviours into a coherent structure. However, further investigation is needed to identify core patterns of these emotion regulation behaviours. To identify clusters and prototypal constellations of emotion regulation behaviours, the 85 behavioural items comprising the Children's Emotion Regulation Inventory (ChERI) were ranked by 151 parents in order of applicability, using an ordinal sorting procedure (Method of Successive Sorts). Responses were aggregated in empirical scales, for classification of the cases using hierarchical and k-means clustering. The scales were based on nine key 'hotspots' of children's emotion regulation behaviours, interpreted as Outward Engagement, Inward or Somatic Focus, Disengagement, Disruptive, Impulsive/Labile, Social Connectedness/Compliance, Generating Closeness/Intimacy, Establishing Order and Generating Disorder. Five summary styles of children's emotion regulation emerged and are characterized on those scales. These hotspots and styles provide guidance to clinicians, parents, teachers, and other invested adults to assess and support children's emotional development. Statement of contribution What is already known on this subject? Measurements of children's emotion regulation predominantly focus on internal processes and/or isolated expressions of emotion regulation behaviours. Research detailing anger and anxiety emotion regulation styles exists (e.g., Carthy, Horesh, Apter, & Gross, 2010, Journal of Psychopathology and Behavioral Assessment, 32, 23; Zalewski, Lengua, Wilson, Trancik, & Bazinet, 2011, Journal of Experimental Child Psychology, 110, 141). Callear, Harvey, and Bimler (2016, International Journal of Behavioral Development, 41, 456) developed the Children's Emotion Regulation Inventory to identify children's observable emotion regulation strategies. What does this study add? Research does not investigate which clusters of children's emotion regulation behaviours are most commonly exhibited and nor does it investigate emotion regulation behavioural styles. Examines how children's emotion regulation behaviours co-occur. Identifies nine core clusters (groupings) of emotion regulation behaviours most commonly observed to be exhibited in children. Identifies five emotion regulation behavioural styles (common co-occurring patterns of emotion regulation behaviour clusters) in children.
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Affiliation(s)
- Angela Callear
- School of Psychology, Massey University, Massey, New Zealand
| | - Shane T Harvey
- School of Psychology, Massey University, Massey, New Zealand
| | - David Bimler
- School of Psychology, Massey University, Massey, New Zealand
| | - Nicholas Catto
- School of Psychology, Massey University, Massey, New Zealand
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45
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Daches Cohen L, Rubinsten O. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Front Psychol 2017; 8:1939. [PMID: 29180973 PMCID: PMC5693896 DOI: 10.3389/fpsyg.2017.01939] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2017] [Accepted: 10/20/2017] [Indexed: 12/21/2022] Open
Abstract
Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.
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Affiliation(s)
- Lital Daches Cohen
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Orly Rubinsten
- The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel
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Mireault GC, Crockenberg SC, Heilman K, Sparrow JE, Cousineau K, Rainville B. Social, cognitive, and physiological aspects of humour perception from 4 to 8 months: Two longitudinal studies. Br J Dev Psychol 2017; 36:98-109. [PMID: 28944500 DOI: 10.1111/bjdp.12216] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Revised: 07/09/2017] [Indexed: 11/26/2022]
Abstract
Infants laugh by 4 months, but whether they understand humour based on social or cognitive factors is unclear. We conducted two longitudinal studies of 4-, 6-, and 8-month-olds (N = 60), and 5-, 6-, and 7-month-olds (N = 53) to pinpoint the onset of independent humour perception and determine when social and cognitive factors are most salient. Infants were shown six events in randomized repeated-measures designs: two ordinary events and two absurd iterations of those events, with parents' affect manipulated (laugh or neutral) during the latter. Four-month-olds did not smile/laugh more at absurd events, but exhibited a significant heart rate deceleration. Five-month-olds independently appraised absurd events as humorous, smiling/laughing despite their parents' neutrality. Parent laughter did not influence infants of any age to smile more, but captured 4-month-olds' attention. Results suggest that 4-month-olds laugh in response to social cues, while 5-month-olds' can laugh in response to cognitive features. Statement of contribution What is already known on this subject? By 6 months, infants can independently appraise absurd events as humorous, but it is not known whether younger infants can. What does this study add? This study replicated the finding on younger infants, showing that 5-month-olds are similarly capable of independent humour appraisal. These studies also found that although 4-month-olds do not respond to absurd events with positive affect, they do exhibit a heart rate decrease that is unrelated to looking. These studies help delineate when social and cognitive factors contribute to infant humour perception.
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Affiliation(s)
- Gina C Mireault
- Department of Behavioral Sciences, Johnson State College, Johnson, Vermont, USA
| | | | - Keri Heilman
- University of North Carolina Medical School, Chapel Hill, North Carolina, USA
| | - John E Sparrow
- University of New Hampshire, Manchester, New Hampshire, USA
| | - Kassandra Cousineau
- Department of Behavioral Sciences, Johnson State College, Johnson, Vermont, USA
| | - Brady Rainville
- Department of Behavioral Sciences, Johnson State College, Johnson, Vermont, USA
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Tunçgenç B. Commentary: A construct divided: prosocial behavior as helping, sharing, and comforting subtypes. Front Psychol 2016; 7:491. [PMID: 27092097 PMCID: PMC4823305 DOI: 10.3389/fpsyg.2016.00491] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2016] [Accepted: 03/21/2016] [Indexed: 11/20/2022] Open
Affiliation(s)
- Bahar Tunçgenç
- Department of Anthropology, Institute of Cognitive and Evolutionary Anthropology, University of Oxford Oxford, UK
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48
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Maloney EA, Ramirez G, Gunderson EA, Levine SC, Beilock SL. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety. Psychol Sci 2015. [PMID: 26253552 DOI: 10.1177/0956797615592630.] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety.
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Maloney EA, Ramirez G, Gunderson EA, Levine SC, Beilock SL. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety. Psychol Sci 2015; 26:1480-8. [PMID: 26253552 DOI: 10.1177/0956797615592630] [Citation(s) in RCA: 222] [Impact Index Per Article: 24.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2015] [Accepted: 06/12/2015] [Indexed: 11/15/2022] Open
Abstract
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety.
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50
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Lindquist KA, MacCormack JK, Shablack H. The role of language in emotion: predictions from psychological constructionism. Front Psychol 2015; 6:444. [PMID: 25926809 PMCID: PMC4396134 DOI: 10.3389/fpsyg.2015.00444] [Citation(s) in RCA: 90] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Accepted: 03/29/2015] [Indexed: 01/16/2023] Open
Abstract
Common sense suggests that emotions are physical types that have little to do with the words we use to label them. Yet recent psychological constructionist accounts reveal that language is a fundamental element in emotion that is constitutive of both emotion experiences and perceptions. According to the psychological constructionist Conceptual Act Theory (CAT), an instance of emotion occurs when information from one's body or other people's bodies is made meaningful in light of the present situation using concept knowledge about emotion. The CAT suggests that language plays a role in emotion because language supports the conceptual knowledge used to make meaning of sensations from the body and world in a given context. In the present paper, we review evidence from developmental and cognitive science to reveal that language scaffolds concept knowledge in humans, helping humans to acquire abstract concepts such as emotion categories across the lifespan. Critically, language later helps individuals use concepts to make meaning of on-going sensory perceptions. Building on this evidence, we outline predictions from a psychological constructionist model of emotion in which language serves as the "glue" for emotion concept knowledge, binding concepts to embodied experiences and in turn shaping the ongoing processing of sensory information from the body and world to create emotional experiences and perceptions.
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Affiliation(s)
- Kristen A. Lindquist
- Carolina Affective Science Laboratory, Department of Psychology, University of North Carolina, Chapel Hill, NCUSA
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