Affective Understanding in Young Preschoolers and Reactions to Peers' Emotions.

Autor/in	Denham, Susanne A.
Titel	Affective Understanding in Young Preschoolers and Reactions to Peers' Emotions.
Quelle	(1986), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Anger; Fear; Happiness; Nonverbal Communication; Pictorial Stimuli; Preschool Children; Preschool Education; Prosocial Behavior; Social Cognition; Toddlers + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Zorn; Furcht; Glück; Freude; Non-verbal communication; Nonverbale Kommunikation; Fantasieanregung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Infant; Infants; Toddler; Kleinkind
Abstract	Age, specific emotion, and linguistic modality (verbal vs. non-verbal) were predicted to affect knowledge of emotion in young preschoolers (N = 45, mean age = 40.7 mos). Prosocial response to emotion and knowledge of emotion were also predicted to be related, given naturalistic observation and the use of contextually valid emotion knowledge measures. Results indicated that older subjects scored higher on the puppet measure of understanding of emotions elicited by different situations, as well as on ability to verbally label the emotions happy, sad, and angry. Non-verbal labeling of emotion scores was higher than that of verbal scores; these non-verbal scores actually showed a ceiling effect at later age ranges. Knowledge of situations eliciting happy emotion was greater than that for anger or fear. For a subset of the above subjects (N = 21), knowledge of situations eliciting happy emotions predicted prosocial reactions to positive emotion, whereas overall knowledge of both positive and negative emotions predicted prosocial reaction to negative emotion during free play. These results substantially replicated previous findings on knowledge of emotions, but with a younger sample. Further, the linkage between knowledge of emotion and prosocial behavior stand as partial confirmation of several theories of empathy. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC