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Recognizing the need to dissemble emotions in hypothetical social scencarios : differences in children with language impairment /Jones, Emily Rowberry, January 2008 (has links) (PDF)
Thesis (M.S.)--Brigham Young University. Dept. of Communication Disorders, 2008. / Includes bibliographical references (p. 30-33).
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The emergence of the capacity for guilt in preschoolers : the role of personal responsibility in differentiating shame from guilt /Walter, Jamie L., January 2001 (has links)
Thesis (Ph. D.) in Psychology--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 113-123).
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The developmental course of children’s free-labeling responses to facial expressionsWiden, Sherrilea E. 11 1900 (has links)
The current study investigated the developmental course of how young children label
various facial expressions of emotion. 160 children (2 to 5 years) freely produced labels for six
prototypical facial expressions of emotion and six animals. Even 2-year-olds were able to
correctly label 5 of 6 animals, but the proportion of correct specific emotion category responses
for this age group was < .30 for each of the six facial expressions. The 5-year-olds' proportion
of correct specific emotion category labels was at ceiling for the happy and angry faces, but
significantly lower for each of the other four facial expressions, and at floor level for the
disgust face. The type of errors in labeling facial expressions changed with age: when
incorrect, the youngest children produced any emotion label; older children produced labels of
the correct valence; and the majority of the 5-year-olds' responses were of the correct specific
emotion category. These results indicate that the free-labeling task per se is not too difficult
even for 2-year-olds, but that children's use of emotion terms is not initially linked to facial
expressions. Thus, the children's production of emotion terms far exceeded their proportion of
correct specific emotion category labels. With age, children's implicit definition of emotion
terms develops to include the associated facial expression, though this process is not complete
for all expressions before the age of 6 years.
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The emotional responses of aggressive and withdrawn preschoolers to peer interactions / Aggressive and withdrawn preschoolers' emotional responsesCrawford, N. Lynn January 1993 (has links)
The emotions of aggressive and withdrawn children were examined in object-conflict and group-entry situations. Izard's (1977) differential theory of emotion suggests that aggressive children should have more hostile emotions, and withdrawn children more depressive emotions. Wright and Mischel's (1987) conditional approach to dispositional constructs suggests that aggressive children's hostility would be most evident during object-conflict, and withdrawn children's depressive responses most evident during group entry. Four- and 5-year-old boys and girls (N = 128) were assigned to aggressive, withdrawn, or control groups according to teachers' behaviour ratings. Interviews about children's emotional experiences in hypothetical object-conflict and group-entry situations failed to yield predicted group and situation differences. However, during semi-structured object-conflict and group-entry situations, aggressive children displayed more intense anger and more frequent anger blends, while withdrawn children were observed to show more intense sadness and more frequent fear-sadness blends. Displays of negative affect were related in theoretically meaningful ways to patterns of children's social behaviour. Failure to find situational specificity suggests that affective features of children's social competence may operate at a general level.
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An examination of the effects of teacher intervention during sensory play on the emotional development of preschool childrenMaynard, Christine N. January 2009 (has links)
This study was designed to measure if a teacher’s intentional interventions during sensory play had an impact on the emotional development of preschoolers. The aspects of emotional development measured were the ability of children to recognize and label the expressed emotions of others and the frequency of self regulatory, aggressive, and non-aggressive problem solving behaviors. Data was collected from a control group and an experimental group using two self designed research instruments. Results were analyzed using multi-variant analysis indicating no significant difference in behavior changes by group. While quantitative data indicates no significant change at a class wide level, accounts of individual children illuminate the need for further research on this topic. / Access to thesis permanently restricted to Ball State community only / Department of Family and Consumer Sciences
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Emotion regulation in childhood cancer survivors : the coping after cancer study /Leary, Alison. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 61-73).
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The emotion style of aggressive-rejected childrenBajgar, Jane. January 2006 (has links)
Thesis (Ph.D.)--University of Wollongong, 2006. / Typescript. Includes bibliographical references: leaf 170-208.
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English- and Cantonese-speaking children's understanding of emotions and false beliefCheung, Connie. January 1900 (has links)
Thesis (M.A.)--University of Toronto (Canada), 2006. / Includes bibliographical references.
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The validation of the Preschool Puppet Interview (PPI): Assessing children's behavior and internal states.Bisceglia, Rossana. January 2007 (has links)
Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 3312.
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Family environmental risk, frontal brain asymmetry, and social-emotional functioning for children living in povertyBurghy, Cory A. January 2007 (has links)
Thesis (M.S.)--University of Wyoming, 2007. / Title from PDF title page (viewed on July 28, 2008). Includes bibliographical references (p. 34-42).
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