Thesis (M.S.)--West Virginia University, 1998. / Title from document title page. "December 13, 1998." Document formatted into pages; contains ix, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 59-62).

Thesis (PH.D.)--Michigan State University. Family and Child Ecology, 2008. / Title from PDF t.p. (viewed on Aug. 28, 2009) Includes bibliographical references (p. 83-94). Also issued in print.

Thesis (M. A.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Wesley D. Allan ; submitted to the Dept. of Psychology. Includes bibliographical references (p. 43-49).

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Barbara H. Settles, Dept. of Individual & Family Studies. Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2006. / Ann Cale Kruger, committee chair; Amy Lederberg, Paula Eubanks, Olga S. Jarrett, committee members. Electronic text (128 p. : ill. (mostly col.)) : digital, PDF file. Description based on contents viewed Aug. 13, 2007. Includes bibliographical references (p. 95-104).

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. / Arts, Faculty of / Psychology, Department of / Graduate

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no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)

Empathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a key factor in children's negative emotional responding. We used EEG to measure individual differences in children's empathic emotional responding, as well as parental interaction and its impact on empathy and prosocial development. Results show that children rated as being more sociable are more likely to show outward expressions of empathy. Also, those with greater right frontal asymmetry are more likely to assist others in a prosocial manner. / by Amanda N. Almeida. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.