“…Children in middle childhood are also increasingly expected to understand others’ emotions in contexts that include multiple, rapidly changing, and fragmented emotion expressions and experiences (Halberstadt et al, 2013; Pons et al, 2004). Together, children’s developing skills and the contextual demands they face may spawn more complex and differentiated skills, such as the interpersonal recognition of emotion in familiar others (e.g., Castro, Halberstadt, Lozada, & Craig, 2015; Ickes, 2011) and knowledge of mixed and moral emotions (e.g., Brown & Dunn, 1996; Pons et al). Further, children’s skills in knowing which emotion regulatory responses to select and apply in social situations, as well as self-awareness about their own skill, may become increasingly sophisticated and differentiated as children learn how to effectively manage their emotions (Eisenberg & Morris, 2002).…”