Recognition of uncertainty in emotional inferences: Reasoning about emotionally equivocal situations.

Three experiments investigated children's and adults' understanding of the uncertainty inherent in emotionally equivocal situations (i.e., situations that commonly elicit different feelings in different people). Students in 1st grade, 3rd grade, 6th grade, and college heard scenarios in which a peer experienced an emotionally equivocal or unequivocal event. Children, and to some degree adults, were overconfident about how individuals felt in equivocal situations. The tendency to acknowledge only 1 emotional possibility appeared to reflect difficulty in recognizing the plausibility of alternatives. Neither prompting children to give greater consideration to alternatives nor reminding them of the existence of individual differences produced greater discrimination between equivocal and unequivocal situations. In contrast, children recognized uncertainty when there was variability in the situation or within the individual. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intact and impaired mechanisms of action understanding in autism.

Typically developing children understand and predict others' behavior by extracting and processing relevant information such as the logic of their actions within the situational constraints and the intentions conveyed by their gaze direction and emotional expressions. Children with autism have difficulties understanding and predicting others' actions. With the use of eye tracking and behavioral measures, we investigated action understanding mechanisms used by 18 children with autism and a well-matched group of 18 typically developing children. Results showed that children with autism (a) consider situational constraints in order to understand the logic of an agent's action and (b) show typical usage of the agent's emotional expressions to infer his or her intentions. We found (c) subtle atypicalities in the way children with autism respond to an agent's direct gaze and (d) marked impairments in their ability to attend to and interpret referential cues such as a head turn for understanding an agent's intentions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Attention regulation by children with Down syndrome: coordinated joint attention and social referencing looks

We examined attention regulation of children in two different situations designed to elicit triadic interactions (i.e., between self, other, and object). Thirty-five children with Down syndrome and 23 children with typical development were observed in a semi-structured adult-child interaction designed to elicit coordinated joint attention and an ambiguous situation in which a moving robot prompted an emotional response from the adults in order to elicit social referencing looks from the child. Children with Down syndrome engaged in significantly fewer social referencing looks. Group differences were not found for coordinated joint attention looks, suggesting that the difficulty for children with Down syndrome is in cognitive appraisal abilities.     

Personalized inferences of emotions and appraisals: Component processes and correlates.

Examined children's abilities to consider other people's personal history when inferring their cognitive appraisals and probable emotional reactions. Study 1 explored the sources of children's difficulty in making personalized inferences of emotion. Interviewed children averaging 6, 8, and 11 years of age about a series of stories describing a person's behavior or experience in one situation, followed by a second, related situation, or about partial stories. The youngest children had trouble figuring out mental appraisals from personal history information. Older children were capable of inferring appraisals but had trouble applying them to later situations when both steps were required to infer the person's emotion. Study 2 examined the extent to which social and cognitive factors are associated with the ability to make personalized inferences among 8-year-olds. The tendency to make personalized inferences of appraisals was more clearly associated with sociometric status than with cognitive capacity measures, suggesting that this may be an important element of children's social competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sibling disability and children's reactivity to conflicts involving family members.

Although rarely considered, siblings may significantly affect families in ways that have implications for other children's functioning, especially when the siblings' problems pose special difficulties. This study examined how having a disabled sibling predicted children's reactions to the everyday stress of family-related conflicts. Thirty children with a disabled sibling (15 boys, 15 girls) and 30 with nondisabled siblings (15 boys, 15 girls) responded to a series of disputes involving other family members. Having a disabled sibling predicted sensitization to these everyday family stresses, including more emotional distress; more expected involvement, perceived threat, and personal responsibility; more active coping strategies; and lower thresholds of conflict intensity for responding. Children with disabled siblings also evidenced more adjustment problems. Although developmental outcomes of challenging family circumstances may vary considerably for individual children, these results demonstrate the potential significance of siblings to the functioning of other children in the family. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship of the changing structure of families and the health of children

The changing family structure impacts on the physical and mental health, emotional state and academic performance of children. Children reared in other than a family with both biological parents have increased difficulties. Pediatric dentists will need to consider these realities in their treatment of an increasing diverse population of children.     

"I'd rather not talk about it": Emotion parenting in families of children with an anxiety disorder.

This study examined emotion socialization practices in families of children with an anxiety disorder (AD; n = 28) and of children who had no diagnoses (ND; n = 28) and considered gender differences. Youth (aged 8-13) and both parents discussed times when the child felt anxious, angry, and happy, for 5 min each. Fathers of AD children engaged in less explanatory discussion of emotion overall and exhibited less positive affect and more negative affect when interacting with sons than did fathers of ND children. Similar patterns emerged for mothers, although specific results varied by emotion type and child gender. Children with an AD demonstrated less positive affect overall and engaged in fewer problem-solving emotion regulation strategies when discussing anxious and angry situations than did children in the ND group. In both AD and ND groups, fathers appeared to have greater involvement in emotion-related discussions with sons versus daughters. The results highlight parents' contributions to the emotional development of their children, the ways in which socialization may go awry in families of AD children, and the implications for children's emotional functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences and the development of perceived control

Research on individual differences demonstrates that children's perceived control exerts a strong effect on their academic achievement and that, in turn, children's actual school performance influences their sense of control. At the same time, developmental research shows systematic age-graded changes in the processes that children use to regulate and interpret control experiences. Drawing on both these perspectives, the current study examines (1) age differences in the operation of beliefs-performance cycles and (2) the effects of these cycles on the development of children's perceived control and classroom engagement from the third to the seventh grade. Longitudinal data on about 1,600 children were collected six times (every fall and spring) over 3 consecutive school years, including children's reports of their perceived control and individual interactions with teachers; teachers' reports of each student's engagement in class; and, for a subset of students, grades and achievement tests. Analyses of individual differences and individual growth curves (estimated using hierarchical linear modeling procedures) were consistent, not only with a cyclic model of context, self, action, and outcomes, but also with predictors of individual development over 5 years from grade 3 to grade 7. Children who experienced teachers as warm and contingent were more likely to develop optimal profiles of control; these beliefs supported more active engagement in the classroom, resulting in better academic performance; success in turn predicted the maintenance of optimistic beliefs about the effectiveness of effort. In contrast, children who experienced teachers as unsupportive were more likely to develop beliefs that emphasized external causes; these profiles of control predicted escalating classroom disaffection and lower scholastic achievement; in turn, these poor performances led children to increasingly doubt their own capacities and to believe even more strongly in the power of luck and unknown causes. Systematic age differences in analyses suggested that the aspects of control around which these cycles are organized change with development. The beliefs that regulated engagement shifted from effort to ability and from beliefs about the causes of school performance (strategy beliefs) to beliefs about the self's capacities. The feedback loop from individual performance to subsequent perceived control also became more pronounced and more focused on ability. These relatively linear developmental changes may have contributed to an abrupt decline in children's classroom engagement as they negotiated the transition to middle school and experienced losses in teacher support. Implications are discussed for future study of individual differences and development, especially the role of changing school contexts, mechanisms of influence, and developmentally appropriate interventions to optimize children's perceived control and engagement.     

Preschoolers' understanding of mental and bodily reactions to contamination: What you don't know can hurt you, but cannot sadden you.

Evidence of the operation of a biological theory might be found in children's distinction between mental (emotional) and bodily (illness) reactions to contamination. Study 1 explored whether children see emotions as voluntary but illness as outside of intentional control. Three- and 5-yr-olds judged that simple volitions were insufficient to alter either outcome. Study 2 suggested that children distinguish reactions mediated by representations from those mediated by physical interactions. Children indicated that knowledge determines mental reactions to contamination, but physical contact determines bodily reactions. Study 3 explored knowledge about particulars of emotional and illness reactions. Most preschoolers did not realize that illness takes time to develop. These data suggest that preschoolers do distinguish between physical and mental reactions to contamination but have a poor understanding of the actual bodily processes involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of discrete emotions on young children's ability to discern fantasy and reality.

This study examined 3- to 5-year-olds' (N = 128; 54% girls) ability to discriminate emotional fantasy and reality. Children viewed images depicting fantastic or real events that elicited several emotions, reported whether each event could occur, and rated their emotional reaction to the image. Children were also administered the Play Behavior Questionnaire and Pretend Action Tasks to assess play behaviors. Findings revealed age-related improvements in performance and biases in judgment based on the emotion depicted. Children reported that happy fantastic events could occur significantly more often than frightening and angry fantastic events and that happy real events could occur significantly more often than frightening and angry real events. Children's emotional reactions to the images but not play behaviors were significantly related to their fantasy-reality distinctions. Implications for the relation between emotions and children's fantasy-reality distinctions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metabotropic glutamate receptor-mediated control of neurotransmitter release

Little research has focused on children's decoding of emotional meaning in expressive body movement: none has considered which movement cues children use to detect emotional meaning. The current study investigated the general ability to decode happiness, sadness, anger, and fear in dance forms of expressive body movement and the specific ability to detect differences in the intensity of anger and happiness when the relative amount of movement cue specifying each emotion was systematically varied. Four-year-olds (n = 25), 5-year-olds (n = 25), 8-year-olds (n = 29), and adults (n = 24) completed an emotion contrast task and 2 emotion intensity tasks. Decoding ability exceeding chance levels was demonstrated for sadness by 4-year-olds; for sadness, fear, and happiness by 5-year-olds: and for all emotions by 8-year-olds and adults. Children as young as 5 years were shown to rely on emotion-specific movement cues in their decoding of anger and happiness intensity. The theoretical significance of these effects across development is discussed.     

A developmental perspective on the study of depression: Children's evaluative reactions to sadness.

Examined developmental differences in emotional expression. It is suggested that there are cognitive and character structures that may be prerequisites for certain adult reactions to painful life events. The self-denigrating adult may be a discrepancy between self-representation and ideal self. In a child, these structures may not yet be stable enough to withstand such critical self-appraisal. 35 5- and 7-yr-olds were asked to give liking ratings to hypothetical children who had undergone a painful life event and to give evaluative ratings of themselves in the same situations. Older Ss evaluated a hypothetical other and themselves negatively, whereas the 5-yr-olds could not extend their negative evaluation of a sad other to themselves. Results are discussed in terms of developmental changes in the depressive reaction. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's decoding of emotion in expressive body movement: The development of cue attunement.

Little research has focused on children's decoding of emotional meaning in expressive body movement; none has considered which movement cues children use to detect emotional meaning. The current study investigated the general ability to decode happiness, sadness, anger, and fear in dance forms of expressive body movement and the specific ability to detect differences in the intensity of anger and happiness when the relative amount of movement cue specifying each emotion was systematically varied. Four-year-olds (n?=?25), 5-year-olds (n?=?25), 8-year-olds (n?=?29), and adults (n?=?24) completed an emotion contrast task and 2 emotion intensity tasks. Decoding ability exceeding chance levels was demonstrated for sadness by 4-year-olds; for sadness, fear, and happiness by 5-year-olds; and for all emotions by 8-year-olds and adults. Children as young as 5 years were shown to rely on emotion-specific movement cues in their decoding of anger and happiness intensity. The theoretical significance of these effects across development is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training for primary school children: a 1-year follow-up study

OBJECTIVE: To evaluate the effectiveness of the Rochester Social Problem Solving Program to reduce emotional and behavioural problems amongst primary school children. METHODOLOGY: Children in years 3 and 4 at primary school were assessed prior to receiving the program, immediately after the program and 1 year after the program. At each assessment, the functioning of the children who received the program was compared to the functioning of children enrolled in years 3 and 4 at a comparable school who did not receive the program. RESULTS: The program improved the ability of children to cope with potentially difficult social situations. However, the program did not reduce the prevalence of teacher-reported or mother-reported childhood emotional and behavioural problems. CONCLUSIONS: School-based social skills programs may be more effective in reducing childhood emotional and behavioural problems if they include components which focus specifically on childhood behaviour problems as well as components focusing on social skills and peer relationships.     

Socialization of preschoolers' emotion understanding.

Contributions to individual differences in preschoolers' identification of basic emotional expressions and situations, emotion language, and their self-generated causes for basic emotions (happy, sad, angry, and afraid) were investigated across parts of 2 preschool years (N?=?47; initial M age?=?41 mo). An aggregate of preschool emotion understanding was predicted by the intrapersonal predictors, child age and overall cognitive-language ability. Observed socialization, including explanations about emotions, and positive and negative responsiveness to child emotions predicted the aggregate of emotion understanding, even with age and cognitive-language ability partialed. The contribution of socialization predictors to emotion understanding was moderated by sex only for negative emotional responsiveness, and children with the lowest emotion understanding scores had mothers who showed more anger. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metacognitive emotion regulation: Children's awareness that changing thoughts and goals can alleviate negative emotions.

Metacognitive emotion regulation strategies involve deliberately changing thoughts or goals to alleviate negative emotions. Adults commonly engage in this type of emotion regulation, but little is known about the developmental roots of this ability. Two studies were designed to assess whether 5- and 6-year-old children can generate such strategies and, if so, the types of metacognitive strategies they use. In Study 1, children described how story protagonists could alleviate negative emotions. In Study 2, children recalled times that they personally had felt sad, angry, and scared and described how they had regulated their emotions. In contrast to research suggesting that young children cannot use metacognitive regulation strategies, the majority of children in both studies described such strategies. Children were surprisingly sophisticated in their suggestions for how to cope with negative emotions and tailored their regulatory responses to specific emotional situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The ability to regulate emotion is associated with greater well-being, income, and socioeconomic status.

Are people who are best able to implement strategies to regulate their emotional expressive behavior happier and more successful than their counterparts? Although past research has examined individual variation in knowledge of the most effective emotion regulation strategies, little is known about how individual differences in the ability to actually implement these strategies, as assessed objectively in the laboratory, are associated with external criteria. In two studies, we examined how individual variation in the ability to modify emotional expressive behavior in response to evocative stimuli is related to well-being and financial success. Study 1 showed that individuals who can best suppress their emotional reaction to an acoustic startle are happiest with their lives. Study 2 showed that individuals who can best amplify their emotional reaction to a disgust-eliciting movie are happiest with their lives and have the highest disposable income and socioeconomic status. Thus, being able to implement emotion regulation strategies in the laboratory is closely linked to well-being and financial success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Just stop thinking about it": Effects of emotional disengagement on children's memory for educational material.

Children regulate negative emotions in a variety of ways. Emotion education programs typically discourage emotional disengagement and encourage emotional engagement or "working through" negative emotions. The authors examined the effects of emotional disengagement and engagement on children's memory for educational material. Children averaging 7 or 10 years of age (N=200) watched either a sad or an emotionally neutral film and were then instructed to emotionally disengage, instructed to engage in problem solving concerning their emotion, or received no emotion regulation instructions. All children then watched and were asked to recall the details of an emotionally neutral educational film. Children instructed to disengage remembered the educational film better than children instructed to work through their feelings or children who received no emotion regulation instructions. Although past research has indicated that specific forms of emotional disengagement can impair memory for emotionally relevant events, the current findings suggest that disengagement is a useful short-term strategy for regulating mild negative emotion in educational settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interbacterial binding among strains of pathogenic and commensal oral bacterial species

OBJECTIVE: Family resources and coping skills are important to adaptation to pediatric chronic illness. Psychological and educational interventions have been found to enhance the coping skills of children with juvenile rheumatic disease (JRD) and their families. We examined the efficacy of a 3-day family retreat as a multidisciplinary, comprehensive treatment. METHODS: Children with JRD and their caregivers completed questionnaires assessing the children's behavioral and emotional functioning, pain, strain on caregivers' work and leisure activities, and caregivers' psychological distress before and 6 months after the family retreat. Principal caregivers were both parents for 16 children, mothers only for 10 children, and an aunt for 1 child. RESULTS: Improvements were found in children's emotional functioning, strain on caregivers' work, and strain on caregivers' leisure activities. Reductions in reported pain were not consistently revealed. CONCLUSIONS: Family retreats are an efficacious, multidisciplinary approach to helping families of children with JRD cope with the disease and its manifestations. Importantly, retreats offer a comprehensive intervention package that might not be available to families on an individual basis.     

Emotional range and value orientation: Toward a cognitive view of emotionality.

Investigated whether individual differences in emotional range are associated with differences in value orientations and attempted to identify orientations that are closely associated with a greater emotional range. 48 college students' emotional range was assessed through a projective technique in which they were asked to elaborate on 3 situations thought to evoke a wide range of emotions. Ss' stories were evaluated for the number of distinct emotions they contained. Value orientation was measured in terms of the degree of endorsement–rejection of various ways of life and reported commitment to specific values. Ss also completed personal values, social values, locus of control, and ethical position questionnaires. Findings show that emotional range and endorsement of hedonism were inversely related and that there was a significant positive relation between emotional range and a strong commitment to the value of truth. There was a pattern of emotional range–value associations that challenges the prevailing view of emotionality as being intimately linked with primitivism and impulsivity. Findings suggest that emotionality cannot be understood as divorced from a person's mental life. Implications for the development of a cognitively oriented approach to the study of individual differences in emotional dispositions are discussed. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)