scholarly journals Children's emotion understanding: A meta-analysis of training studies

2015 ◽  
Vol 37 ◽  
pp. 41-65 ◽  
Author(s):  
Manuel Sprung ◽  
Hannah M. Münch ◽  
Paul L. Harris ◽  
Chad Ebesutani ◽  
Stefan G. Hofmann
Keyword(s):  
Meta Analysis ◽  
Emotion Understanding ◽  
Children's Emotion ◽  
Training Studies

Children’s emotion understanding and mother–child attachment: A meta-analysis.

Emotion ◽  
2016 ◽  
Vol 16 (8) ◽  
pp. 1102-1106 ◽  
Author(s):  
Jessica E. Cooke ◽  
Kaela L. Stuart-Parrigon ◽  
Mahsa Movahed-Abtahi ◽  
Amanda J. Koehn ◽  
Kathryn A. Kerns
Keyword(s):  
Meta Analysis ◽  
Emotion Understanding ◽  
Child Attachment ◽  
Children's Emotion

scholarly journals Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences

2020 ◽  
pp. 1-11
Author(s):  
Marissa Ogren ◽  
Scott P. Johnson
Keyword(s):  
Individual Differences ◽  
Language Development ◽  
Environmental Influences ◽  
Academic Development ◽  
Emotion Understanding ◽  
Family Expressiveness ◽  
Current Review ◽  
Children's Emotion ◽  
Children's Environments ◽  
Do So

Children’s emotion understanding is crucial for healthy social and academic development. The behaviors influenced by emotion understanding in childhood have received much attention, but less focus has been placed on factors that may predict individual differences in emotion understanding, the principal issue addressed in the current review. A more thorough understanding of the developmental underpinnings of this skill may allow for better prediction of emotion understanding, and for interventions to improve emotion understanding early in development. Here, we present theoretical arguments for the substantial roles of three aspects of children’s environments in the development of emotion understanding: family expressiveness, discussions about emotions, and language development, and we discuss how these are interrelated. Ultimately, this may aid in predicting the effects of environmental influences on the development of emotion understanding more broadly and the mechanisms by which they do so.

Aerobic Fitness and Training in Children and Adolescents

2016 ◽  
Vol 28 (1) ◽  
pp. 7-10 ◽  
Author(s):  
Neil Armstrong
Keyword(s):  
Aerobic Training ◽  
Meta Analysis ◽  
Young Athlete ◽  
Interval Training ◽  
Data Interpretation ◽  
Peak Oxygen Uptake ◽  
Constant Intensity ◽  
Health Related ◽  
Training Studies ◽  
High Intensity Interval

For ‘The Year that Was—2015’, I have selected 2 papers which review aspects of aerobic training. Studies of pediatric aerobic training generally focus on the effects of constant intensity exercise training (CIET) programs on peak oxygen uptake (VO2). The first paper has been chosen because it provides, for the first time, both a systematic review and a meta-analysis of the efficacy of high-intensity interval training (HIIT) in improving health-related fitness in adolescents. The second paper has been selected because it not only reviews both generic and sport-specific aerobic training studies of young team sport athletes, but also applies the analysis to the design of an evidence-based model of young athlete development. However, the primary reasons for highlighting these reviews is that they expose gaps in our knowledge of youth aerobic trainability, particularly between ‘pure’ and ‘applied’ pediatric sport science. They also identify areas where further research and appropriate data interpretation in relation to chronological age and biological maturation are required.

scholarly journals Exercise Training Results in Biatrial Dilatation: A Meta-Analysis of Training Studies

2016 ◽  
Vol 25 ◽  
pp. S325
Author(s):  
C. Verdicchio ◽  
M. Smith ◽  
R. Mahajan ◽  
D. Lau ◽  
A. Elliott ◽  
...  
Keyword(s):  
Exercise Training ◽  
Meta Analysis ◽  
Training Studies

scholarly journals Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers

2021 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Daria Bukhalenkova ◽  
Margarita Gavrilova ◽  
Natalia Kartushina
Keyword(s):  
Preschool Children ◽  
Family Environment ◽  
Parental Beliefs ◽  
Emotion Understanding ◽  
Parent Behavior ◽  
Significant Relation ◽  
Children's Emotion

Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children’s ability to understand emotions and their parents’ intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children’s emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children.

scholarly journals Working Memory Training Revisited: A Multi-Level Meta-Analysis of N-back Training Studies

2018 ◽  
Author(s):  
Anna Soveri ◽  
Jan Antfolk ◽  
Linda C. Karlsson ◽  
Benny Salo ◽  
Matti Laine
Keyword(s):  
Working Memory ◽  
Cognitive Control ◽  
Fluid Intelligence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Substantial Part ◽  
Training Dose ◽  
Multi Level ◽  
Training Studies ◽  
Meta Analyses

The efficacy of working memory (WM) training has been a controversial and hotly debated issue during the last years, and despite a large number of training studies and several meta-analyses, the matter has not yet been solved. We conducted a multi-level meta-analysis on the cognitive transfer effects in healthy adults who have been administered WM updating training with n-back tasks, the most common experimental WM training paradigm. Thanks to this methodological approach that has not been employed in previous meta-analyses in this field, we were able to include effect sizes from all relevant tasks used in the original studies. Altogether 203 effect sizes were derived from 33 published randomized controlled trials. In contrast to earlier meta-analyses, we separated task-specific transfer (here untrained n-back tasks) from other WM transfer tasks. Two additional cognitive domains of transfer that we analyzed consisted of fluid intelligence (Gf) and cognitive control tasks. A medium-sized transfer effect was observed to untrained n-back tasks. For other WM tasks, Gf, and cognitive control, the effect sizes were of similar size and very small. Moderator analyses showed no effects of age, training dose, training type (single vs. dual), or WM and Gf transfer task contents (verbal vs. visuospatial). We conclude that a substantial part of transfer following WM updating training with n-back is task-specific and discuss the implications of the results to WM training research.

scholarly journals My Friends Always Know When I’m Sad: How Children’s Emotion Understanding is Associated with Socio-Emotional Development

2021 ◽  
Author(s):  
◽  
Brylee Lamb
Keyword(s):  
Conduct Problems ◽  
Emotional Development ◽  
Emotional Problems ◽  
Emotion Understanding ◽  
Psychological Development ◽  
Strengths And Difficulties Questionnaire ◽  
Prosocial Behaviour ◽  
Children's Emotion ◽  
Strengths And Difficulties

<p>The current study examined whether prosocial, social, and psychological development in children are more strongly associated with an overall understanding of emotions, or whether certain aspects of development are associated with specific components of emotion understanding. 38 children aged between 6 and 9 years old were administered the Test of Emotion Comprehension and the Kusche Affective Interview-Revised. Their parents completed the Strengths and Difficulties Questionnaire. Overall emotion understanding was found to be associated with conduct problems. Specific components of emotion understanding were associated with peer and emotional problems and inattention-hyperactivity. Prosocial behaviour was not significantly associated with emotion understanding. Results suggest that social and psychological development are primarily associated with specific components of emotion understanding rather than overall understanding.</p>

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