Emotion understanding in preschool children

Abstract

This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 4½ years (52% boys) was collected in two laboratory visits. Emotion understanding was assessed using the Emotion Recognition Questionnaire, inhibitory control using the Head-Toes-Knees-Shoulders task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated using the WPPSI-R, language using the Peabody Picture Vocabulary Test -Revised; and ToM using six standardized tasks. Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers' age, and children's IQ, language ability, and ToM. Mothers' age and children's language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children's understanding of situational causes of emotion. Therefore studying EFs as correlates of emotion understanding is an important focus of future research.

Executive function and magnitude skills in preschool children

“…The MEFS has been used with over 5,000 children and been found to be reliable (Beck, Schaefer, Pang, & Carlson, 2011) and valid (Carlson & Harrod, 2013). This measure also has been validated in clinical populations (Doom et al, 2014; Fuglestad et al, 2014) and at-risk preschoolers (Chu, VanMarle, & Geary, 2013; VanMarle, Chu, Li, & Geary, 2014), is related to emotion understanding in preschoolers (Martins, Osorio, Verissimo & Martins, 2014), and predicts kindergarten readiness and first-grade math achievement over and above IQ (Carlson & Harrod, 2013; Hassinger-Das et al, 2014). Individual items consisted of the child correctly or incorrectly sorting cards into two equidistant boxes affixed with target cards specified by level.…”

Preschoolers' cognitive and emotional self‐regulation in pretend play: Relations with executive functions and quality of play

“…Leerkes, Paradise, O'Brien, Calkins, and Lange () found that a cool executive functions factor, indicated by working memory and cool inhibitory control, was significantly related to emotional self‐regulation in 3.5‐year‐olds. However, Liebermann, Giesbrecht, and Müller () and Martins, Osório, Veríssimo, and Martins () did not find support for an association between cool inhibitory control and emotional self‐regulation.…”

Emoções face à matemática e progressão na escolaridade – Estudo longitudinal com alunos do 5º e 7º anos de escolaridade

“…(Bower, 1992). Com o seu desenvolvimento, vai-se notando gradualmente uma cada vez mais complexa diferenciação, identificação e denominação das emoções (Bower, 1992;Maló Machado, Veríssimo, & Denham, 2012;Martins, Osório, Veríssimo, & Martins, 2016). Este processo resulta na especificação e refinamento de emoções básicas (e.g., medo, alegria) surgindo ligadas a estas, novas emoções subordinadas (e.g., orgulho, horror) que se vão diferenciando mais ou menos, num sentido ou noutro consoante as realidades culturais (Bower, 1992;Fischera, Shaverb, & Carnochanc, 1989).…”

“…Na caraterização das emoções um tipologia consistentemente utilizada é a sua divisão em emoções positivas e negativas e que é também uma das primeiras usada pelas crianças em termos de diferenciação e identificação das emoções (e.g., Bower, 1992;Kok & Fredrickson, 2013;Martins et al, 2016;Pekrun, 2006Pekrun, , 2009. A importância desta dicotomia na distinção das emoções é realçada nos trabalhos de Fredrickson (2001de Fredrickson ( , 2003Kok & Fredrickson, 2013), que as considera distintas não só ao nível das caraterísticas como dos seus efeitos diferenciados a curto e longo prazo.…”