scholarly journals The representation of emotion knowledge across development

2021 ◽  
Author(s):  
Kristina Woodard ◽  
Martin Zettersten ◽  
Seth D. Pollak
Keyword(s):  
Emotion Knowledge

Emotion Knowledge of Children with German as Second Language: The Contribution of Language Skills

2012 ◽  
Author(s):  
Larissa Trosch ◽  
Karin Keller ◽  
Alexander Grob
Keyword(s):  
Second Language ◽  
Language Skills ◽  
Emotion Knowledge

Gender Differences in Emotion Knowledge With First-Grade Children

2006 ◽  
Author(s):  
Beverly J. Wilson ◽  
Lindsey M. Kremmel ◽  
Stephanie Isgitt ◽  
Arianne D. Stevens ◽  
Kari Peterson
Keyword(s):  
Gender Differences ◽  
First Grade ◽  
Emotion Knowledge

Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects

2016 ◽  
Vol 45 (1) ◽  
pp. 45-56 ◽  
Author(s):  
Maria von Salisch ◽  
Susanne A. Denham ◽  
Tobias Koch
Keyword(s):  
Young Children ◽  
Panel Study ◽  
Attention Problems ◽  
Emotion Knowledge ◽  
Direction Of Effects

scholarly journals Individual differences in preschoolers’ emotion content memory: The role of emotion knowledge

2013 ◽  
Vol 115 (3) ◽  
pp. 552-561 ◽  
Author(s):  
Marie Moore Channell ◽  
Joan M. Barth
Keyword(s):  
Individual Differences ◽  
Emotion Knowledge

Emotion Knowledge and Emotion Regulation in Alexithymia

Alexithymia ◽  
2018 ◽  
pp. 49-77 ◽  
Author(s):  
Olivier Luminet ◽  
Giorgia Zamariola
Keyword(s):  
Emotion Regulation ◽  
Emotion Knowledge

scholarly journals Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

2021 ◽  
Author(s):  
◽  
Josie Hammington
Keyword(s):  
Conduct Problems ◽  
Standard Group ◽  
Triple P ◽  
Emotion Knowledge ◽  
Emotion Coaching ◽  
Post Intervention ◽  
Parenting Programme ◽  
Child Conduct Problems ◽  
Children's Emotion ◽  
Outcomes For Children

<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>

Social anxiety and emotion knowledge: A meta-analysis

2013 ◽  
Vol 27 (1) ◽  
pp. 98-108 ◽  
Author(s):  
M.S. O’Toole ◽  
E. Hougaard ◽  
D.S. Mennin
Keyword(s):  
Social Anxiety ◽  
Meta Analysis ◽  
Emotion Knowledge

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

2018 ◽  
Vol 188 (7) ◽  
pp. 966-979 ◽  
Author(s):  
David E. Ferrier ◽  
Samantha P. Karalus ◽  
Susanne A. Denham ◽  
Hideko H. Bassett
Keyword(s):  
Indirect Effects ◽  
Self Regulation ◽  
Emotion Knowledge

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

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>

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

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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