The Young Child's Awareness of Affect

Gilbert, Doris C.

doi:10.2307/1127430

Cited by 26 publications

(4 citation statements)

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“…Because children's coping and cognitive skills increase with age, making negative emotions less disruptive, we expect older children to permit themselves to experience and report a greater intensity of negative emotions. In addition, older children should experience more intense emotions in our laboratory procedures because they understand situations more fully, and they have a greater store of their own emotional experiences which may be reactivated (Flapan, 1968;Flavell, 1985;Gilbert, 1969;Roberts, 1995;Roberts & Strayer, 1987). However, we do not expect age-related changes to be due to increases in basic understanding of our stimulus materials (Strayer, 1993).…”

Section: Age-related Changesmentioning

confidence: 94%

Empathy, Emotional Expressiveness, and Prosocial Behavior

1996

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Relations between emotional expressiveness, empathy, and prosocial behaviors are important for theoretical and practical reasons. In this study, all 3 areas were assessed across methods and sources. Emotional expressiveness and empathy were evaluated in 73 children in 3 age groups (5‐, 9‐, and 13‐year‐olds) by measuring facial and verbal responses to emotionally evocative videotapes and by ratings from best friends, parents, and teachers. Measures of emotional insight and role taking were also obtained. Prosocial behaviors were assessed by 3 laboratory tasks and by ratings from best friends, parents, and teachers. Confirming expectations, latent variable path analyses (Lohmöller, 1984) indicated that emotional expressiveness, emotional insight, and role taking were strong predictors of latent empathy (multiple R2= .60). Boys' empathy, in turn, was a strong predictor of prosocial behavior, R2= .55. In contrast, girls' empathy was related to prosocial behaviors with friends, R2= .13, but not to cooperation with peers. Thus present findings provide important support and clarification for certain theoretical expectations, and also raise issues that need clarification.

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Section: Age-related Changesmentioning

confidence: 94%

Empathy, Emotional Expressiveness, and Prosocial Behavior

1996

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“…From a developmental perspective, it is known that children as young as 3 years use words describing internal states of fatigue or emotional valence (Bretherton, Fritz, Zahn-Waxler, & Ridgeway, 1986). With increasing age, children’s comprehension of affect and their ability to differentiate between different emotions improve (Gilbert, 1969). This emotional competence (Saarni, 1999) emerges in line with the development of cognitive skills (e.g., theory of mind, self-perception, self-reflection, verbal skills) and social skills (e.g., communication and interaction with others, social rules, moral concept).…”

Section: Children’s Affectmentioning

confidence: 99%

How differentiated do children experience affect? An investigation of the within- and between-person structure of children’s affect.

Leonhardt

Könen

Dirk

2016

Psychological Assessment

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Research on the structure of children's affect is limited. It is possible that children's perception of their own affect might be less differentiated than that of adults. Support for the 2-factor model of positive and negative affect and the pleasure-arousal model suggests that children in middle childhood can distinguish positive and negative affect as well as valence and arousal. Whether children are able to differentiate further aspects of affect, as proposed by the 3-dimensional model of affect (good-bad mood, alertness-tiredness, calmness-tension), is an unresolved issue. The aim of our study was the comparison of these 3 affect models to establish how differentiated children experience their affect and which model best describes affect in children. We examined affect structures on the between- and within-person level, acknowledging that affect varies across time and that no valid interpretation of either level is feasible if both are confounded. For this purpose, 214 children (age 8-11 years) answered affect items once a day for 5 consecutive days on smartphones. We tested all affect models by means of 2-level confirmatory factor analysis. Although all affect models had an acceptable fit, the 3-dimensional model best described affect in children on both the within- and between-person level. Thus, children in middle childhood can already describe affect in a differentiated way. Also, affect structures were similar on the within- and between-person level. We conclude that in order to acquire a thorough picture of children's affect, measures for children should include items of all 3 affect dimensions. (PsycINFO Database Record

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“…This is ords of children's spontaneous emotional dissurprising, since the ability to recognize the plays as stimuli. Buck (1975) videotaped chilaffective experiences of peers is an important dren's facial expressions while they viewed prerequisite for successful social adaptation affect-inducing slides; he also obtained posed (Gates, 1923;Gilbert, 1969;Shantz, 1975). expressions by instructing children to role Another neglected issue is the degree to play different affective states.…”

mentioning

confidence: 99%

Children's and adults' recognition of spontaneous and posed emotional expressions in young children.

Felleman¹,

Carlson²,

Barden³

et al. 1983

Developmental Psychology

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Although the recognition of the affeetive.experiences of peers is an important prerequisite for social adaptaiop."-children's ability to'recognize peers' facial displays Wemotiow remains unexamined. 'To investigate the degree to which-young children were able.'to enact expressions of emotion that were recognizable by peers and adults, and to examine the accuracy Of recognition 'as a , .function Oragend expressions-as poSad,Or-kpontaneous,'two samples (N=91 and-N=60) qf Thadrenuaged.four and fiVe,, and two samples (N=71 and-N=32) (Apr:adult university undergrailuatet rated slides of the facialAexpressiong of .,eight young-children foifouraffective sttates-happineis, sadness, anger,'and'neutrelity,-Adults were more accurate than children in'recognizing nearalstates, less accurate for 'happiness and anger, and wer'e.not superior in recognizing 'sadness. The sex and ethniCity of 'the chilazappearing:On the slides influenced only the' adult recognition of anger: The results 'indicate that hoth.acCuraoy and inacCuracy in recognizing emotional expressions are influenced by processes other than recognition. .(MCF)

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The Young Child's Awareness of Affect

Cited by 26 publications

References 0 publications

Empathy, Emotional Expressiveness, and Prosocial Behavior

Empathy, Emotional Expressiveness, and Prosocial Behavior

How differentiated do children experience affect? An investigation of the within- and between-person structure of children’s affect.

Children's and adults' recognition of spontaneous and posed emotional expressions in young children.

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