Developmental trends in emotion understanding among a diverse sample of African-American preschool children

Smith, Maureen C.; Walden, Tedra A.

doi:10.1016/s0193-3973(99)80035-5

Cited by 41 publications

(45 citation statements)

References 27 publications

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“…Earlier studies, however, have not always compared cognitive ability to a broad range of potential predictors of emotion knowledge. Furthermore, prior studies have generally used either a few subtests from an IQ test (Cook, Greenberg, & Kusche, 1994;Izard et al, 2000), a receptive language scale (Fine et al, 2003;Greig & Howe, 2001;Schultz et al, 2001;Shields et al, 2001;Smith & Walden, 1998;Zabel, 1979), or a measure of observed expressive language ability (Brown & Dunn, 1996;Denham et al, 1994) to estimate cognitive ability rather than the more comprehensive cognitive batteries used in the present study.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, emotion knowledge and general cognitive ability may be closely related. Broad measures of cognitive ability such as intelligence tests are positively related to emotion knowledge in young children (Field & Walden, 1982;Izard, Schultz, Fine, Youngstrom, & Ackerman, 2000), as are measures of children's verbal skills Greig & Howe, 2001;Pons, Lawson, Harris, & De Rosnay, 2003;Schultz et al, 2001;Smith & Walden, 1998). Yet, the correlations between emotion knowledge and cognitive ability are generally moderate at best, suggesting that factors other than cognitive ability play a role in explaining individual differences in children's emotion knowledge.…”

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confidence: 99%

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Antecedents of emotion knowledge: Predictors of individual differences in young children

Bennett

Bendersky

Lewis³

2005

Cognition & Emotion

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Individual differences in emotion knowledge were examined among 188 4-year-old, predominantly African American children. Cognitive ability and negative emotionality, maternal characteristics (parenting, verbal intelligence, and depressive symptoms), environmental risk, and child sex were examined as predictors of emotion knowledge. Regression analyses indicated that cognitively skilled children who resided in relatively low risk environments with verbally intelligent mothers possessed greater emotion knowledge. Proximal (4-year) child cognitive ability was a stronger predictor than distal (2-year) cognitive ability. Positive parenting at 4 years was correlated with child emotion knowledge, but this relation disappeared when parenting was examined in the context of other predictors. These findings highlight the potential role of child cognitive ability, along with environmental risk and maternal verbal intelligence, in children's emotion knowledge and demonstrate the importance of examining a variety of predictors for their unique contribution to emotion knowledge.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Antecedents of emotion knowledge: Predictors of individual differences in young children

Bennett

Bendersky

Lewis³

2005

Cognition & Emotion

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“…In fact, we could locate only one study that examined cultural or ethnic differences in emotion understanding. In that study, Smith and Walden (1998) reported that African American youth appear similar to Caucasian American children in the development of their emotion understanding. Future work should focus on possible ethnic and cultural differences in emotion understanding, particularly in light of such differences that emerge when studying emotion regulation.…”

Section: Emotion Understanding: Normative Populationsmentioning

confidence: 93%

Emotion regulation and understanding: implications for child psychopathology and therapy

Southam‐Gerow

Kendall

2002

Clinical Psychology Review

446

267

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This paper considers the role of emotion regulation (i.e., extrinsic and intrinsic monitoring and adjusting of emotion) and emotion understanding (i.e., comprehension of the signs of, causes of, and ways to regulate emotion) in childhood adjustment. Developmental and clinical research focused on emotion regulation and emotion understanding are reviewed with an emphasis on studies including psychopathological samples. The implications of emotion research for the study of child psychopathology and child therapy are examined. D

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“…O conhecimento das emoções está relacionado com a competência verbal (Smith & Walden, 1998), é considerado como capacidade sócio-cognitiva (Mostow et al, 2002), tendo ficado demonstrada uma associação directa entre o conhecimento das emoções e a competência académica (Trentacosta & Izard, 2007). A investigação tem consistentemente estabelecido associações positivas entre o conhecimento das emoções, sucesso escolar e competências sociais (McClelland, Morrison, & Holmes, 2000;Mostow et al, 2002).…”

Section: Reconhecimento De Emoções Sucesso Académico E Aceitação Entunclassified

Relações entre o conhecimento das emoções, as competências académicas, as competências sociais e a aceitação entre pares

Machado

Veríssimo

Torres

et al. 2012

Análise Psicológica

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O presente estudo enquadra-se na perspectiva de que o conhecimento das emoções tem efeitos na prontidão e no ajustamento escolar, actuando como mediador entre os factores psicológicos (competências académicas; competências sociais) e os factores proximais (aceitação entre pares). Testaram-se duas hipóteses: (1) o conhecimento das emoções é um factor de mediação na associação entre as competências académicas e a aceitação entre pares; (2) o conhecimento das emoções é um factor de mediação na associação entre as competências sociais e a aceitação entre pares. Participaram no estudo 40 crianças, 22 do sexo masculino e 18 do feminino, entre os 5 e os 6 anos. Com vista à análise do conhecimento das emoções utilizou-se a adaptação portuguesa do Teste de Conhecimento de Emoções (Denham, McKinley, Couchoud, & Holt, 1990), tendo sido, ainda, realizadas entrevistas sociométricas às crianças (Vaughn, Colvin, Azria, Caya, & Krysik, 2001). Mães e pais responderam separadamente à Escala de Avaliação do Comportamento e Competência Social de LaFreniere e Dumas (1996) e, à Escala de Competência Interpessoal (Cairns, Leung, Gest, & Cairns, 1995). Os resultados confirmaram a hipótese de que o conhecimento das emoções em crianças de cinco e seis anos é um factor de mediação nas associações entre as competências académicas e a aceitação entre pares. Porém, não se obteve resultados significativos desta mediação para a associação entre as competências sociais e a aceitação entre pares, infirmando a nossa segunda hipótese.

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Developmental trends in emotion understanding among a diverse sample of African-American preschool children

Cited by 41 publications

References 27 publications

Antecedents of emotion knowledge: Predictors of individual differences in young children

Antecedents of emotion knowledge: Predictors of individual differences in young children

Emotion regulation and understanding: implications for child psychopathology and therapy

Relações entre o conhecimento das emoções, as competências académicas, as competências sociais e a aceitação entre pares

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