ABSTRACT:The aim of the present study was to investigate developmental differences in reliance on situational versus vocal cues for recognition of emotions. Turkish preschool, second, and fifth grade children participated in the study. Children listened to audiotape recordings of situations between a mother and a child where the emotional cues implied by the context of a vignette and the vocal expression were either consistent or inconsistent. After listening to each vignette, participants were questioned about the content of the incident and were asked to make a judgment about the emotion of the mother referred to in the recording. Angry, happy, and neutral emotions were utilized. Results revealed that 1) recognition of emotions improved with age, and 2) children relied more on the channel depicting either anger or happiness than on the channel depicting neutrality.

In this study I investigated the relationships among Sternberg's Triarchic Abilities (STA), Gardner's multiple intelligences, and the academic achievement of children attending primary schools in Istanbul, Turkey. Participants were 172 children (93 boys and 81 girls) aged between 11 and 12 years. STA Test (STAT) total scores were significantly and positively related to linguistic, logical-mathematical, and intrapersonal test scores. Analytical ability scores were significantly positively related to only logical-mathematical test scores, practical ability scores were only related to intrapersonal test scores, and the STAT subsections were significantly related to each other. After removing the effect of multiple intelligences, the partial correlations between mathematics, social science, and foreign language course grades and creative, practical, analytical, and total STAT scores, were found to be significant for creative scores and total STAT scores, but nonsignificant for practical scores and analytical STAT scores.

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