Labels and explanations in mother–child emotion talk: Age and gender differentiation.

Cervantes, Christi A.; Callanan, Maureen A.

doi:10.1037/0012-1649.34.1.88

Cited by 158 publications

(151 citation statements)

References 39 publications

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“…Several studies of older children report differential rates of emotion references, explanations, and labels in conversations with girls and boys (Adams, Kuebli, Boyle, & Fivush, 1995;Cervantes & Callanan, 1998;Eisenberg, 1999;Flannagan & Perese, 1998;Fivush, 1989;Kuebli & Fivush, 1992;Kuebli, Butler, & Fivush, 1995). In general, these studies suggest that parents speak more frequently about emotions with their daughters than with their sons.…”

Section: Child Characteristics: Temperamental Distress Attention Anmentioning

confidence: 77%

“…The nonsignificance of gender in the current study suggests that gender-differentiated emotion socialization practices among mothers of infants are not evident in maternal emotional discourse, but may be limited to other emotional behaviors (e.g., reactive expressions). Given the importance of gender in influencing maternal emotional discourse with older children (Cervantes & Callanan, 1998), it appears that mothers may socialize gender differences in emotions via discourse during specific developmental periods. More broadly, these findings point to the possibility that parents view specific emotion socialization goals (e.g., gender socialization and regulation of child distress) as more or less appropriate and specific emotion socialization strategies (e.g., discussion of emotions) as more or less efficacious, during different periods of development.…”

Section: Discussionmentioning

confidence: 99%

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Early Environmental Correlates of Maternal Emotion Talk

Garrett‐Peters

Mills‐Koonce²,

Adkins³

et al. 2008

Parenting

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Objective-The primary goal of this study was to examine contextual, child, and maternal factors that are associated with mothers' early emotion talk in an ethnically diverse, low-income sample.Design-Emotion talk (positive and negative labels) was coded for 1111 mothers while engaged with their 7-month-olds in viewing an emotion-faces picture book. Infant attention during the interaction was also coded. Mothers' parenting style (positive engagement and negative intrusiveness) was coded during a dyadic free-play interaction. Demographic information was obtained, as well as maternal ratings of child temperament and mother's knowledge of infant development.Results-Hierarchical regression analyses revealed that social context and maternal qualities are significant predictors of mothers' early positive and negative emotion talk. In particular, mothers who were African American, had higher income, and who showed more positive engagement when interacting with their infants demonstrated increased rates of positive and negative emotion talk with their infants. For negative emotion talk, social context variables moderated other predictors. Specifically, infant attention was positively associated with negative emotion talk only for African American mothers, and knowledge of infant development was positively associated with negative emotion talk only for non-African American mothers. The positive association between maternal URL: http://dx.doi.org/10.1080/15295190802058900Publisher's Disclaimer: Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. NIH Public Access Author ManuscriptParent Sci Pract. Author manuscript; available in PMC 2009 November 26. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript positive engagement and negative emotion talk was greater for lower-income families than for higher-income families.Conclusions-Mothers' emotion language with infants is not sensitive to child factors but is associated with social contextual factors and characteristics of the mothers themselves. INTRODUCTIONResearchers in the area of socioemotional development have long emphasized the parents' critical role in the socialization of emotions in their children. As socializing agents, parents influence children's conceptions of emoti...

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Section: Child Characteristics: Temperamental Distress Attention Anmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Early Environmental Correlates of Maternal Emotion Talk

Garrett‐Peters

Mills‐Koonce²,

Adkins³

et al. 2008

Parenting

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“…With regard to gender, the literature on mental state talk and theory-of-mind development reports contradictory results. While some researchers found that girls were exposed to a greater number (Garner, Jones, Gaddy & Rennie, 1997 ;Cervantes & Callanan, 1998) and greater variety of mental terms (Kuebli & Fivush, 1992), other studies did not confirm these findings (Jenkins, Turrel, Kogushi, Lollis & Ross, 2003).…”

Section: R E S E a R C H A I M S A N D P R E D I C T I O N Smentioning

confidence: 94%

Emotional state talk and emotion understanding: a training study with preschool children

Grazzani

Ornaghi

2011

J. Child Lang.

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The present study investigates whether training preschool children in the active use of emotional state talk plays a significant role in bringing about greater understanding of emotion terms and improved emotion comprehension. Participants were 100 preschool children (M=52 months; SD=9·9; range: 35–70 months), randomly assigned to experimental or control conditions. They were pre- and post-tested to assess their language comprehension, metacognitive language comprehension and emotion understanding. Analyses of pre-test data did not show any significant differences between experimental and control groups. During the intervention phase, the children were read stories enriched with emotional lexicon. After listening to the stories, children in the experimental group took part in conversational language games designed to stimulate use of the selected emotional terms. In contrast, the control group children did not take part in any special linguistic activities after the story readings. Analyses revealed that the experimental group outperformed the control group in the understanding of inner state language and in the comprehension of emotion.

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“…Roditelji (posebno majke), baš kao i starija braća i sestre, u prvim godinama života deteta češće razgovaraju o emocijama i mentalnim stanjima s devojčicama, nego s dečaci-ma, što je povezano i sa činjenicom da dvogodišnje devojčice više govore o osećanjima, nego dečaci istog uzrasta (Cervantes & Callanan, 1998;Dunn et al, 1987). Pronalazi se i da je veza između ranih interakcija s braćom i sestrama s kasnijim razumevanjem emocija snažnija kod devojčica, nego kod dečaka (Brown & Dunn, 1996).…”

Section: Uvodunclassified