Emotion Understanding in Preschool Children: The Role of Executive Functions

Autor/inn/en	Martins, Eva Costa; Osório, Ana; Veríssimo, Manuela; Martins, Carla
Titel	Emotion Understanding in Preschool Children: The Role of Executive Functions
Quelle	In: International Journal of Behavioral Development, 40 (2016) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414556096
Schlagwörter	Role; Executive Function; Preschool Children; Theory of Mind; Questionnaires; Emotional Intelligence; Emotional Response; Verbal Ability; Intelligence Tests; Vocabulary; Inhibition; Correlation; Language Skills; Regression (Statistics); Intelligence Quotient; Task Analysis; Prediction; Mothers; Age Differences; Individual Differences; Foreign Countries; Portugal; Peabody Picture Vocabulary Test; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Rollen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fragebogen; Emotionale Intelligenz; Emotionales Verhalten; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Hemmung; Korrelation; Language skill; Sprachkompetenz; Regression; Regressionsanalyse; Intelligenzquotient; Aufgabenanalyse; Vorhersage; Mother; Mutter; Age; Difference; Age difference; Altersunterschied; Individueller Unterschied; Ausland
Abstract	This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 4½ years (52% boys) was collected in two laboratory visits. Emotion understanding was assessed using the "Emotion Recognition Questionnaire," inhibitory control using the "Head-Toes-Knees-Shoulders" task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated using the "WPPSI-R," language using the "Peabody Picture Vocabulary Test-Revised"; and ToM using six standardized tasks. Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers' age, and children's IQ, language ability, and ToM. Mothers' age and children's language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children's understanding of situational causes of emotion. Therefore studying EFs as correlates of emotion understanding is an important focus of future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01