Intrapersonal Emotion Regulation Processes Influence What Children Remember About Their Emotional Experiences

Parsafar, Parisa; Davis, Elizabeth L.

doi:10.1111/cdev.13070

Cited by 9 publications

(8 citation statements)

References 72 publications

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“…Some of the researchers found that emotional appraisal may affect some of the reactions. According to Fernando et al (2017) and Parsafar and Davis (2018), an emotional appraisal is a process by which a variety of reactions are generated as a result of the event's subjective judgements. The term "emotional appraisal" refers to the processes by which individuals' cognitions about events anticipate their emotional reactions to those experiences.…”

Section: Behaviour Changementioning

confidence: 99%

Overview of Semiotic Concept on Preschooler Comprehension in Behaviour Change

Abd Rahman,

Abd Jamil,

Tajuddin

et al. 2023

E-BPJ

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This study partially reviewed how the semiotic idea of preschooler comprehension influences changes in behaviour. The review of the semiotics concept was defined using recent and past eras, specifying the specific meaning and how the recent output had been discovered. The research objective of this study is to identify the semiotics concept in past and current scenarios that relate to preschooler comprehension of behaviour change based on describing their outputs. In conclusion, the review explores the semiotic concept of preschoolers' comprehension of behaviour change in contemporary and older studies' findings. Recent and previous research findings on how the semiotic concept affected preschoolers' ability to determine, analyse, and understand the communication process as it relates to behavioural changes were presented.

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Section: Behaviour Changementioning

confidence: 99%

Overview of Semiotic Concept on Preschooler Comprehension in Behaviour Change

Abd Rahman,

Abd Jamil,

Tajuddin

et al. 2023

E-BPJ

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“…The construction of this “emotion theorizing” is closely linked to the emergence of the theory of mind for which a pivotal phase is typically observed from the age of 4. “Emotion theorizing” also appears necessary for the regulation of emotions and, by extension, adaptation in general ( 7 , 8 , 10 – 12 ). Emotion regulation skills develop more steadily across childhood and adolescence ( 4 ).…”

Section: Introductionmentioning

confidence: 99%

What underlies emotion regulation abilities? An innovative programme based on an integrative developmental approach to improve emotional competencies: Promising results in children with Prader–Willi syndrome

Famelart

Diene²,

Çabal-Berthoumieu³

et al. 2022

Front. Psychiatry

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BackgroundThis study aimed to test the effect of a new training programme on emotional competencies, named EMO-T, and to show the value of an integrative developmental approach. This approach postulates that the emotion regulation disturbances commonly observed in neurodevelopmental disorders are the consequence of potential disruptions in the prerequisite emotion skills. This integrative approach is particularly suitable in the case of complex and multidimensional disorders such as Prader–Willi syndrome (PWS), a rare genetic disease.MethodsWe examined the emotion expression, recognition, comprehension, and regulation skills in 25 PWS children aged 5–10 and 50 typically developing children (TD) aged 3–10. After a pre-test session, half of the PWS children participated in the EMO-T programme with their regular therapist for 6 weeks, while the other half continued their usual rehabilitation programme. Two post-test sessions were conducted, one at the end of the programme and one 3 months later.ResultsAt pre-test, PWS children displayed a deficit in the four emotional competencies (EC). PWS children who participated in the EMO-T programme showed a significant and sustainable post-test improvement regarding voluntary expression and emotion recognition abilities, such that the level reached was no longer different from the baseline level of TD children. They also tended to improve in their emotion regulation, although they received no specific training in this skill.DiscussionThese results support that emotion regulation abilities require prerequisite emotion skills, which should be more fully considered in current training programmes. Because emotion regulation disorders strongly impact all areas of life, an integrative developmental approach appears crucial especially in the case of neurodevelopmental disorders. Further studies should be conducted to explore this perspective.

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“…However, it is not yet clear in what sense the emotional valence of events is associated with memory processing in preschoolers. Emotional appraisal can be defined as the process through which different responses are generated from the same event, based on subjective assessment of events or stimuli (Nieto and Delgado, 2006; Kuppens et al, 2012; Moors, 2013, 2017; Moors and Scherer, 2013; Fernando et al, 2015; Parsafar and Davis, 2018; Scherer and Fontaine, 2018). People constantly perform emotional assessments of events and stimuli according to what it implies for their own well-being, objectives, and concerns (Kuppens et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…People constantly perform emotional assessments of events and stimuli according to what it implies for their own well-being, objectives, and concerns (Kuppens et al, 2012). These appraisal responses are considered the closest psychological determinants of emotions (Ellsworth and Scherer, 2003; Kuppens et al, 2012), so these would be one of the results of the assessment (Ellsworth and Scherer, 2003; Parsafar and Davis, 2018).…”

Section: Introductionmentioning

confidence: 99%

Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers

et al. 2019

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Emotional processing and episodic memory are closely related throughout childhood development. With respect to emotional episodic memory, available evidence shows that the consolidation of information is accompanied by an arousal that generates longer duration and persistence of the memory representations. In the case of early stages of development (i.e., first 5 years), it is less clear how these associations emerge and are modulated by individual and environmental factors. In this study, 116 4- to 5-years old Argentinean children from different socio-environmental contexts (i.e., favorable or unfavorable living conditions at home), performed a task of visual emotional memory in which they observed a set of 15 images with variable emotional valences (negative, neutral, and positive). The child’s task was to appraise each image using one of the following three possible valences: (a) drawings of faces with smiles (positive valence), (b) drawings of faces with tears and round mouth with edges down (negative valence), or (c) drawings of faces with horizontal mouth (neutral valence). Five years-old children exhibited greater accuracy appraisal. Individual differences in emotional accuracy appraisal allowed us to observe different performances in free recall of negative visual images. Accuracy appraisal did not vary between children with respect to gender, living conditions at home, or language ability. Seven to ten days after the emotional appraisal children were asked to tell the experimenter all the images they remembered (variables of interest: free recall of negative, positive, or neutral images). Results showed individual (age) differences. Specifically, 5-years-old children evoked more images than 4-years-old children. These findings contribute to the understanding of emotional memory in early developmental stages and raise the need to include emotional appraisal in the assessment of episodic memory.

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Intrapersonal Emotion Regulation Processes Influence What Children Remember About Their Emotional Experiences

Cited by 9 publications

References 72 publications

Overview of Semiotic Concept on Preschooler Comprehension in Behaviour Change

Overview of Semiotic Concept on Preschooler Comprehension in Behaviour Change

What underlies emotion regulation abilities? An innovative programme based on an integrative developmental approach to improve emotional competencies: Promising results in children with Prader–Willi syndrome

Role of Emotional Appraisal in Episodic Memory in a Sample of Argentinean Preschoolers

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