Developmental Dynamics of Emotion and Cognition Processes in Preschoolers

Autor/inn/en	Blankson, A. Nayena; O'Brien, Marion; Leerkes, Esther M.; Marcovitch, Stuart; Calkins, Susan D.; Weaver, Jennifer Miner
Titel	Developmental Dynamics of Emotion and Cognition Processes in Preschoolers
Quelle	In: Child Development, 84 (2013) 1, S.346-360 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01841.x
Schlagwörter	Emotional Development; Cognitive Development; Preschool Children; Mothers; Cognitive Processes; Emotional Response; Developmental Stages; Short Term Memory; Vignettes; Puppetry; Visual Stimuli; Visual Perception; Age Differences; Child Development; Longitudinal Studies; Questionnaires; Multivariate Analysis; Kaufman Assessment Battery for Children; Peabody Picture Vocabulary Test; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Gefühlsbildung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Kurzzeitgedächtnis; Puppenspiel; Visuelle Wahrnehmung; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Multivariate Analyse
Abstract	Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non-White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10