Emotion Comprehension Research Articles

Longitudinal evidence for an emotion-action lag on desire: The role of emotional understanding

Many previous studies have found that children understand much earlier what a character who has a false belief will do than what a character will feel. This gap between the understanding of action and emotion is known as the belief-emotion lag and to this day there is no convincing explanation as to why it happens. There are also no studies that have explored whether this same gap occurs in the understanding of desire. This longitudinal study had a twofold objective: to explore the existence of a lag between the prediction of action and emotion based on desire, and to search for the role that specific emotions could have in children’s answers. To this end, we administered the Test of Emotion Comprehension (TEC) and the Theory of Mind (ToM) scale items to 103 children initially aged three years during the three courses of early childhood education.Results confirm the existence of a lag between the prediction of action and emotion based on desire. Besides replicating the well-known belief-emotion lag, we found that performance in prediction of emotion based on belief differed according to the emotion in question. Our discussion on the relationship between emotional and mental states knowledge suggest that the asynchronous development of emotional knowledge is a key point in understanding the lag. We also point out the limitations of the tasks and the instruments we use to evaluate emotion understanding in young children and suggest that researchers might use a broader and more functional approach to emotional development.

School-Based Training for Sustainable Emotional Development in Chinese Preschoolers: A Quasi-Experiment Study

Emotional competence (EC) is important for children’s social adjustment and sustainable development. The present study designed a school based emotional competence learning (ECL) program and examined its effectiveness with 56 Chinese preschoolers aged 5–6. A quasi-experimental design was employed to examine the impact of the ECL program on young children’s EC. Two upper Kindergarten classes (Daban) for children aged 5–6 were randomly assigned as experimental group (n = 31, 42% girls, Mage = 68.31 months, SD = 3.75) and control group (n = 25, 44% girls, Mage = 68.16 months, SD = 3.77). The experimental group was engaged in a 15-week ECL program, whereas the control group had similar duration courses without emotional competence training. All the children were administered the Test of Emotion Comprehension, Expression Identification Task, and Emotion Regulation Strategy Inventory before and after the intervention. The results indicated no significant differences between the experimental and control groups in the pre-test. In contrast, the experimental group outperformed the control group in most EC components in the post-test. Meanwhile, the experimental group demonstrated greater increases in EC components. The findings suggest that this ECL program has strong potential as a school-based, structured program for enhancing children’s emotional competence. The educational implications of these findings are discussed.

An Animal-Assisted Education Intervention with Dogs to Promote Emotion Comprehension in Primary School Children-The Federico II Model of Healthcare Zooanthropology.

Simple SummaryChildren’s understanding of the nature, causes, and regulation of emotions represents a crucial developmental competence, as it improves the quality of peer interactions and increases educational success. This study presents an animal-assisted education intervention model with dogs to promote emotion comprehension in a group of children aged 6–7 years. Children who benefitted from the intervention improved their emotion comprehension compared to children who did not benefit from it. This improvement may be due to the beneficial role of relationships with companion animals, as they seem to positively affect social and emotional development in children, as well as enhancing their social competence, emotion regulation, and empathy. Further psychological processes which may have influenced the positive outcomes achieved are the group dynamics and role model offered by the relationship between the dog and the zootherapist veterinarian.Emotion comprehension (EC) is a crucial competence for children, as it determines the quality of peer interactions. This study assessed the efficacy of an animal-assisted education (AAE) intervention with dogs based on the Federico II Model of Healthcare Zooanthropology (FMHZ) to promote EC in a group of primary school children. One hundred and four children (48 females) aged 6–7 years took part in the study, of whom 63 participated in the AAE intervention (i.e., experimental group) and 41 did not (i.e., control group). The intervention was deployed in a school setting through a group format and consisted of five bimonthly sessions. EC was assessed pre- and post-intervention, and at a 3-month follow-up. Student’s t-test and mixed-model ANOVA were performed to analyze the effect of the intervention on EC. EC significantly improved in children of the experimental group compared to the control group. Significant time effects from pre- to post-intervention, post-intervention to follow-up, and pre-intervention to follow-up assessment were found in the experimental group only. AAE based on FMHZ was effective in improving EC in children.

Differences in emotion knowledge among Filipino deaf children, adolescents, and young adults

Developmental evidence regarding emotion knowledge and deafness has come almost exclusively from Western populations. In this study, we examined associations between deafness, emotion understanding (EU), and affective recognition and labelling (ARL) in deaf and hearing individuals from the Philippines. A sample of 205 Filipino participants (102 deaf; ages 8 to 22 years) completed the Diagnostic Assessment of Non-Verbal Ability – 2 and the Test of Emotion Comprehension to measure ARL and EU, respectively. Results from hierarchical linear regressions show that, after controlling for age and verbal ability, both groups were on par on total ARL skills. In contrast, the deaf cohort performed poorer on total EU relative to the hearing controls over and above age and verbal ability. Several possible explanations for findings were also discussed.

Exploring different aspects of emotion understanding in adults with Down Syndrome

BackgroundAdults with Down Syndrome (DS) present difficulties in emotion understanding, although research has mainly focused on emotion recognition (external aspects), and little is known about their performance in other complex components (mental and reflective aspects). AimsThis study aims to examine different aspects of emotion understanding in adults with DS, including a codification of their error pattern, and also to determine the association with other variables that are commonly impaired in adults with DS. Methods and proceduresTwenty-two adults with DS and twenty-two children with typical development (TD) matched for vocabulary level were assessed with the Test of Emotion Comprehension (TEC), along with other non-verbal reasoning (NVR), structural language and working memory (WM) tasks. Outcomes and resultsAdults with DS showed lower emotion competence than children with TD in different components of the TEC, and also a different pattern of errors was observed. Structural language, NVR and WM predicted distinct emotion understanding skills in different ways. Conclusions and implicationsIt is important to plan interventions aimed at improving particular aspects of emotion understanding skills for adults with DS, taking into account the different components, the type of error and the different cognitive and linguistic skills involved in each emotion understanding skill.

Being visible or being liked? Social status and emotional skills in bullying among young children

ABSTRACT Children’s behaviours during bullying episodes are associated with both interpersonal-situational variables (e.g., social status indices) and personal-dispositional variables (e.g., emotional competence). The aim of the present study was to investigate – in a group of 202 kindergarteners (age range: 3–6 years) – the relationships between participants’ roles in bullying and their: 1) empathy and emotion comprehension skills; 2) social preference and social impact, while also examining the effects of their sex and age. Our main finding was that prosocial behaviours were positively related to social preference status and emotional skills; while hostile behaviours were negatively related to social preference status and positively related to social impact. Outsiders had low social impact among peers and poor emotional skills. Children who experienced victimization more frequently were markedly the least preferred in the peer group. We conclude that social impact and social preference are separate factors and play distinct roles in peer relationships from early childhood onwards.

Musical learning as a contributing factor in the development of socio-emotional competence in children aged 4 and 5: an Exploratory study in a naturalistic context

ABSTRACT Research has shown that young children’s socio-emotional development may benefit from participating in a music programme. In this study, we explored the association between participation in a general music programme and the development of socio-emotional skills in relation to the duration of the programme. Children aged 4 and 5 (N=50), from a low socio-economic neighbourhood, participated in an 8- or 15-week music programme. Children’s social skills development and emotion comprehension were measured. Teachers reported an increase in the social interaction and independence skills scores of the younger children and a decrease in the cooperation skills scores of the older children. Additionally, the older children showed an increase in their comprehension of emotions. The duration of the programme, however, did not yield any significant effect. Results suggest that the association between participation in a music programme and the development of social-emotional skills may be influenced by the age of the children.

Effect of emoji prime on the understanding of emotional words – evidence from ERPs

ABSTRACT Emojis play an increasingly important role as nonverbal symbols in online communication, and this study investigates their effect on the processing of subsequent words. We suppose that emojis, as an aid to emotional expression and semantic comprehension, prime the cognitive processing of the textual stimuli that follow. An affective priming experiment using ERPs was conducted, in which Semantic Relationship between the emoji and the word (Congruent, Incongruent, Non-related) was manipulated to assess their impact in an affective word categorization task. Behavioral results revealed no significant difference, while electrophysiological data showed otherwise. N1 component elicited by semantically congruent and incongruent emoji-word pairs showed greater amplitudes than those by non-related pairs. N400 elicited by incongruent pairs showed greater amplitudes than the N400 by congruent pairs. These data indicate that while emojis do not influence the outcomes of linguistic processing, emoji primes enhance attentional level, and semantically congruent contents demand fewer cognitive resources and facilitate better processing in comparison to incongruent ones. The findings point to emojis’ role not only as affective primes, but also as paralanguage that is semantically processed. Implications for computer-mediated communication are discussed.

Provisions Supporting Dialectical Thinking and Emotion Comprehension in Kindergarten Settings

This paper explores the correlations between provisions created by teachers to support dialectical thinking and emotion comprehension in the learning environment of preschool institutions. Particularly, it describes the instruments designed by researchers at Moscow City University’s Laboratory of Child Development to assess the characteristics of preschool learning environment that promote dialectical thinking and emotion comprehension of children. Assessment scales were constructed using the principles underlying the Early Childhood Environment Rating Scale (ECERS‑3). This article presents the results of validation of the developed assessment tools, which involved the contrasting groups method, analysis of expert scores consistency, and calculation of internal consistency (Cronbach’s alpha). Than the validated tools were used to test the hypothesis that preschool teachers who create provisions to support emotion comprehension in children are significantly more likely to also support provisions for dialectical thinking. The sample consisted of 31 preschool student groups from 23 educational institutions representing nine administrative districts of Moscow, with both low- and high-quality learning environments. Correlation analysis was used to demonstrate a strong relationship between preschool settings necessary to develop emotion comprehension and dialectical thinking of children. The findings of this study allow recommending the designed tools to be used for assessment of kindergarten learning environments and can serve as the basis for reconceptualizing the pedagogical framework of supporting emotional and cognitive development of children to make it more coherent and consistently embracing the psychological characteristics of preschoolers.

Emotional Comprehension Is Not Related to Duration of Distress from Daily Life Events.

The main aim of this paper is to analyze to what extent insight (i.e., mentalization referring to one’s own mental state) moderates recovering from daily life events. A total of 110 participants (84.5% women; mean age: M = 21.5; SD = 3.2) filled in the Trait Meta-Mood Scale (TMMS-24) and the Eysenck Personality Questionnaire (EPQ-R), and were interviewed about impairment derived from daily life events (everyday life stresses) during the past year. Multivariate regression models were adjusted for neuroticism, sex, and socioeconomic status to analyze whether different degrees of insight moderated the relationship between the intensity and the duration of emotional distress. Results showed that the global measure of insight did not moderate recovering from daily-life distress. Regarding the subdimensions, attention to emotional reactions was related to an increased duration of distress. Results showed that, against our hypothesis, deeper comprehension of emotional reactions, operationalized here as “true insight”, was not associated to faster recovery. Limitations and recommendations for further studies are discussed considering these results.

Chapter 14 - Treatment of disorders of emotional comprehension, expression, and emotional semantics

Neurological disease can impair emotional communication by several means: damaging the networks important in understanding the meaning of emotional stimuli (emotional semantics); damaging networks important in the perceptual recognition and production of emotional stimuli, and damaging the connections between networks supporting emotional semantics and recognition/production networks. Disorders of emotional expression, comprehension, and emotional semantics may improve with pharmacological or behavioral treatments. Pharmacological treatments can be used to redress naturally occurring or disease-related alterations in the computational properties of target neural systems. No drug treatment can replace a loss of cerebral knowledge related to the pathological loss of neural connectivity. Behavioral treatments that benefit either comprehension or expression of specific emotions may be of value if these emotions are particularly important in enabling human social interaction. However, behavioral treatments that achieve generalization, that is, improve performance with untrained exemplars and in daily life, are much to be preferred, even as they pose the greatest methodological challenges. This chapter will discuss possible mechanisms of generalization and then review what is known about the treatment of expressive and receptive affective aprosodia, deficits in recognition of facial emotions, and pseudobulbar affect. The final section of the chapter is devoted to a discussion of three disorders of emotional semantics, apathy, alexithymia, and impaired empathy.

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

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.

The Use of Dyadic Reading in Stimulating the Comprehension of Emotions

According to the model proposed by Pons, Doudin, and Harris , children develop nine components of emotion comprehension between the ages of three to twelve. Studies reveal that children's comprehension of emotions can be stimulated by adults reading books designed for this purpose to preschool-aged children. The aim of this study is to explore whether dyadic reading is an effective strategy for stimulating emotion comprehension in school-aged children. Elementary school children (3rd, 4th and 5th grade) participated in the experimental or the control group. The Test of Emotion Comprehension (TEC) was administered at pretest and post-test. Participants in the experimental group read the books on emotion comprehension for five sessions, while participants in the control group read classroom books. Results revealed that reading the emotion comprehension books increased the TEC post-test scores significantly from pretest for children in the experimental group, compared to the control group. For the Components Reminder, Belief and Morality scores at post-test were significantly increased from pretest for children in the experimental group, compared to the control group. Results suggest that dyadic book readings are successful in helping children with both complex components of their emotion comprehension and simpler ones. This intervention could be of use for teaching school-aged children emotion comprehension easily, effectively, and at low-cost.

The effects of a 'pretend play-based training' designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5- to 6-year-old Swiss children.

The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.

Prosocial lying in children between 4 and 11 years of age: The role of emotional understanding and empathy

This study examined whether emotional understanding and empathy were predictors of prosocial lying in children aged 4 to 11 years. A total of 144 children participated in the study. To assess children’s prosocial lying, we used the Helping Scenario, a classical experimental paradigm that allows children to lie to help others at their own expense. Children’s emotional understanding was assessed using the Test of Emotion Comprehension, a test that measures the nine components of emotional understanding. Children's empathy was assessed using the Griffith Empathy Measure, a questionnaire completed by parents that measures affective and cognitive empathy. Results indicated that emotional understanding plays a crucial role in the development of children's ability to produce prosocial lies from 4 to 11 years of age. However, we found no significant relationship between empathy and prosocial lying. Finally, our results confirm that as children grew up, they lied more and more effectively. Overall, the results allow us to better understand the factors that contribute to the emergence and development of children's ability to produce prosocial lies.

The relationship between emotion understanding and social skills in preschoolers: The mediating role of verbal ability and the moderating role of working memory

ABSTRACT A considerable body of research has shown that preschoolers who have a better understanding of emotions also have better social competence. In the present study, we focused on the potential roles that verbal ability and working memory may play in the relationship. A total of 187 4- to 6-year-old preschoolers completed: (i) the Test of Emotion Comprehension for emotion understanding; (ii) the Counting and Labelling test for working memory; and (iii) the Core Vocabulary scales of the WPPSI for verbal ability. Two teachers assessed each participant’s social competence. The results showed that preschoolers’ emotional understanding is a predictor of their social competence but verbal ability fully mediated the relationship. Furthermore, verbal ability positively predicted children’s social abilities only when they also had superior working memory. These findings help us to understand how verbal ability and working memory affect the relationship between emotion understanding and social competence in preschoolers.

An Analysis of the Pattern of Adaptive Emotion Regulation Associated with Low Paranoid Ideation in Healthy and Clinical Samples

BackgroundResearch on emotion regulation and paranoid ideation has mostly focused on isolated regulation strategies and has remained largely inconclusive. According to the emotion regulation model by Berking and Whitley (in: Affect Regulation Training, Springer, New York 2014) successful modification or acceptance/tolerance of emotions requires an adequate comprehension (awareness, clarity, understanding) of emotions and adequate self-support.MethodBuilding on this model, we investigated whether comprehension and self-support strengthen the negative association between modification and acceptance/tolerance and paranoid ideation. In study 1, we examined the hypotheses cross-sectionally based on questionnaire data from a combined sample (N = 125) consisting of people with a psychotic disorder, people at risk of developing psychosis, and healthy controls. In study 2, we examined the same hypotheses longitudinally by employing the experience sampling method in people with clinically relevant psychopathology below diagnostic threshold (N = 138).ResultsIn study 1, the association between modification and paranoid ideation was not moderated by comprehension or self-support. However, comprehension and self-support moderated the association between acceptance/tolerance and paranoid ideation. In study 2, the interaction effect between comprehension and acceptance/tolerance on paranoid ideation was confirmed.ConclusionThe results indicate that comprehending and accepting/tolerating emotions could be protective against paranoid ideation.

Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors.

This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) identifying variables that predict high IEI. The sample comprised 2283 participants aged 12–17 years from the Basque Country (northern Spain). Results: (1) Females had greater emotional attention capacity but there were no sex differences in emotional comprehension and emotion regulation; (2) adolescents aged 12–14 showed higher scores in comprehension and emotion regulation than those aged 15–17; (3) adolescents who consulted a psychologist for problems (anxiety, depression, violence, etc.) had lower emotion regulation; (4) adolescents with low IEI had less empathy, self-esteem, extroversion, openness, agreeableness, and responsibility, and lower use of cooperative and passive conflict-resolution strategies, and their parents had a low level of acceptance-affection towards their children. They also engaged in more bullying/cyberbullying and antisocial behaviors. (5) High IEI predictor variables were: using cooperative conflict-resolution strategies; traits such as extroversion, responsibility, openness, and empathy; and a high level of maternal acceptance-affection. The work identifies relevant variables for designing intervention programs and shows the importance of promoting IEI and interpersonal emotional intelligence as a factor in the development and prevention of bullying/cyberbullying.

The impact of classroom quality on young children's emotion understanding

ABSTRACT Many studies have been conducted to identify the factors explaining individual differences in children’s emotion understanding (capacity to comprehend the nature, causes and consequences of emotions in the self and others). These studies represent a significant advance in our comprehension of the origins of the child’s capacity to understand emotions. However, almost nothing is known about the impact of classroom quality on children’s emotion understanding even though Western children spend about six to eight hours per day in school. In this study, we used the Early Childhood Environmental Rating Scale – Revised edition [ECERS-R] to evaluate global childcare classroom quality in 31 classrooms located in Moscow (middle SES areas) and the Test of Emotion Comprehension [TEC] to assess their emotion understanding (N = 592) while controlling for the effects of age, gender and non-verbal fluid intelligence. We hypothesized that children from high-quality classrooms would outperform their peers from low-quality classrooms in terms of their understanding of emotions. The results showed, albeit controlling for gender, age, non-verbal fluid intelligence, that children from low-quality classrooms had a significantly higher level of emotion understanding than children from high-quality classrooms. Results are discussed both in terms of their theoretical and practical implications.

Charting the development of emotion comprehension and abstraction from childhood to adulthood using observer-rated and linguistic measures.

This study examined two facets of emotion development: emotion word comprehension (knowing the meaning of emotion words such as "anger" or "excitement") and emotion concept abstraction (representing emotions in terms of internal psychological states that generalize across situations). Using a novel emotion vocabulary assessment, we captured how a cross-sectional sample of participants aged 4-25 (N = 196) defined 24 emotions. Smoothing spline regression models suggested that emotion comprehension followed an emergent shape: Knowledge of emotion words increased across childhood and plateaued around age 11. Human coders rated the abstractness of participants' responses, and these ratings also followed an emergent shape but plateaued significantly later than comprehension, around age 18. An automated linguistic analysis of abstractness supported coders' perceptions of increased abstractness across age. Finally, coders assessed the definitional strategies participants used to describe emotions. Young children tended to describe emotions using concrete strategies such as providing example situations that evoked those emotions or by referring to physiological markers of emotional experiences. Whereas use of these concrete strategies decreased with age, the tendency to use more abstract strategies such as providing general definitions that delineated the causes and characteristics of emotions or by providing synonyms of emotion words increased with age. Overall, this work (a) provides a tool for assessing definitions of emotion terms, (b) demonstrates that emotion concept abstraction increases across age, and (c) suggests that adolescence is a period in which emotion words are comprehended but their level of abstraction continues to mature. (PsycInfo Database Record (c) 2020 APA, all rights reserved).