The representation of emotion knowledge across development

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

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Social anxiety and emotion knowledge: A meta-analysis

Journal of Anxiety Disorders ◽

10.1016/j.janxdis.2012.09.005 ◽

2013 ◽

Vol 27 (1) ◽

pp. 98-108 ◽

Cited By ~ 33

Author(s):

M.S. O’Toole ◽

E. Hougaard ◽

D.S. Mennin

Keyword(s):

Social Anxiety ◽

Meta Analysis ◽

Emotion Knowledge

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Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality

Early Child Development and Care ◽

10.1080/03004430.2018.1445730 ◽

2018 ◽

Vol 188 (7) ◽

pp. 966-979 ◽

Cited By ~ 2

Author(s):

David E. Ferrier ◽

Samantha P. Karalus ◽

Susanne A. Denham ◽

Hideko H. Bassett

Keyword(s):

Indirect Effects ◽

Self Regulation ◽

Emotion Knowledge

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Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

10.26686/wgtn.16970065 ◽

2021 ◽

Author(s):

◽

Katherine Mackay

Keyword(s):

Emotion Knowledge ◽

Causal Information ◽

Related Information ◽

Correct Information ◽

Children's Emotion ◽

Children's Memory ◽

Emotion Talk

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

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Meta-Analysis of the Associations Among Constructs of Intrapersonal Emotion Knowledge

Emotion Review ◽

10.1177/17540739211068036 ◽

2022 ◽

pp. 175407392110680

Author(s):

Juhyun Park ◽

Xinyi Zhan ◽

Kristin Naragon- Gainey

Keyword(s):

Publication Bias ◽

Meta Analysis ◽

Emotional Awareness ◽

Emotion Knowledge ◽

Emotion Differentiation ◽

Emotional Clarity ◽

Sample Characteristics

To better define the boundaries of conceptually overlapping constructs of intrapersonal emotion knowledge (EK), we examined meta-analytic correlations among five intrapersonal EK-related constructs (affect labelling, alexithymia, emotional awareness, emotional clarity, emotion differentiation) and attention to emotion. Affect labelling, alexithymia, and emotional clarity were strongly associated, and they were moderately associated with attention to emotion. Alexithymia and emotional awareness were weakly associated, and emotion differentiation was unrelated with emotional clarity. Sample characteristics and measures moderated some of the associations. Publication bias was not found, except for the alexithymia-emotional awareness association. This study helped to clarify the extent to which similarly defined constructs overlap or are distinct, which can inform our decision to adequately label important constructs and employ corresponding measures.

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