Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk

Izard, Carroll E.; Fine, Sarah E.; Schultz, David; Mostow, Allison J.; Ackerman, Brian P.; Youngstrom, Eric A.

doi:10.1111/1467-9280.00304

Cited by 653 publications

(566 citation statements)

References 42 publications

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“…Without emotions, the symbols used in a child's environment have little meaning or usability. Emotions allow the brain to make sense of and give meaning to print (Izard et al 2001). The meaning of a symbol is constructed gradually; it changes with the interactions the child has with that symbol in the environment.…”

Section: What Is the Role Of Emotions In Learning To Read?mentioning

confidence: 99%

Understanding Reading Anxiety: New Insights from Neuroscience

Jalongo¹,

Hirsh²

2010

Early Childhood Educ J

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Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice.

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Section: What Is the Role Of Emotions In Learning To Read?mentioning

confidence: 99%

Understanding Reading Anxiety: New Insights from Neuroscience

Jalongo¹,

Hirsh²

2010

Early Childhood Educ J

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“…Researchers have argued that the preschool years constitute a landmark period for the development of emotion understanding and that the acquisition of emotional knowledge in this stage of development has significant implications for children's long-term social competence (Denham et al, 2003;Izard et al, 2001). Consistent with research in middle childhood and adolescence, several studies have found links between behavior problems and emotional processing in preschoolers.…”

mentioning

confidence: 91%

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Chronaki

Garner

Hadwin

et al. 2013

Child Neuropsychology

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“…Difficulties for recognizing emotions in the faces of others have also been associated with problems in social behavior and psychiatric disorders such as anxiety (e.g., Demenescu, Kortekaas, den Boer, & Aleman, 2010;Izard et al, 2001), problems often found in individuals with WS or DS (Dykens, 2000). Further research should therefore assess whether such problems are indeed related to the difficulties individuals with WS or DS present for facial emotion recognition.…”

mentioning

confidence: 99%

Facial emotion recognition in Williams syndrome and Down syndrome: A matching and developmental study

Martínez‐Castilla

Burt

Borgatti

et al. 2014

Child Neuropsychology

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Citation for published item:wrt¡ %nezEgstillD F nd furtD wF nd forgttiD F nd qglirdiD gF @PHISA 9pil emotion reognition in illims syndrome nd hown syndrome X mthing nd developmentl studyF9D ghild neuropsyhologyFD PI @SAF ppF TTVETWPF Further information on publisher's website: Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. In this study both the matching and developmental trajectories approaches were used to clarify the development of facial expression recognition in Williams syndrome (WS) and Down syndrome (DS). The matching approach showed that neither individuals with WS nor DS exhibit a specific proficiency for the expression of happiness or a specific impairments for negative emotions but presented the same pattern of emotion recognition as typically developing (TD) individuals. Thus, the better performance on the recognition of positive compared to negative emotions often reported in WS and DS is not specific to these populations but represents a typical pattern. Prior studies based on the matching approach suggested that the development of facial expression recognition is delayed in WS and atypical in DS. Nevertheless, and even though performance levels were lower in DS than in WS, the developmental trajectories approach used in this study found that not only individuals with DS but also those with WS present atypical developmental trajectories. Unlike in the TD participants where developmental changes were observed along with age, in the WS and DS development was static. Thus, both individuals with WS and those with DS reach early maximum levels of facial expression recognition due to cognitive constraints.

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Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk

Cited by 653 publications

References 42 publications

Understanding Reading Anxiety: New Insights from Neuroscience

Understanding Reading Anxiety: New Insights from Neuroscience

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Facial emotion recognition in Williams syndrome and Down syndrome: A matching and developmental study

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