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Emotion language use provides insight into a person's emotional landscape. However, little is known about how preschool aged children and their parents use emotion language in their real world interactions. To address the shortcomings of the current body of empirical work on naturally occurring emotion language, this dissertation asks the following four research questions: 1) How do children and parents use emotion words in their daily lives?; 2) How is children's emotion language related to parents' emotion language?; 3) How is emotion language use related to emotional functioning?; and 4) How does emotion language in a lab setting compare to a natural setting? This dissertation implements a naturalistic methodology tool to answer the above questions. Thirty-five preschool aged children and their parents were recruited to participate in a two-wave longitudinal study in which the children wore a digital recording device for one day at each of the time points to capture acoustic information about the emotion language and behaviors they and their parents use in their daily lives. Additionally, participants completed a traditional laboratory based paradigm used to study emotion language within families. Parents also completed self-report measures related to emotion functioning for themselves and their child. Results indicate that children and their parents use high rates of positive emotion but very low rates of negative emotion in their naturally occurring interactions. This is different from lab based paradigms that elicit high rates of both positive and negative emotion language from children and parents. Next, children's use of emotion words tends to match the emotion language of their mothers more than their fathers but gender of the child also plays an important role. Very little support emerged for the emotion regulation model, as evidenced by children who cry and whine the most and who have the most behavioral problems tending to use negative emotions the most. The preponderance of the evidence suggests that emotion language reflects emotional state rather than regulates it. And, finally, the ecological validity of laboratory studies of emotion word usage is called into question by the independence of emotion language elicited in the lab and the natural expression of emotion words in a natural setting. Implications for researchers conducting work in the area of emotion language and emotional development are discussed. / text

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 83-89).

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 89-95).

Thesis (S.T.M.)--Yale Divinity School, 1987. / Includes bibliographical references (leaves 27-28).

Thesis (S.T.M.)--Yale Divinity School, 1987. / Includes bibliographical references (leaves 27-28).

Dissertation submitted in Fulfillment of the requirements for Degree Magister Educationis in the Department of Educational Psychology of the Faculty of Education at the University Of Zululand, 1992. / The objectives of the study were: - to elaborate on and elucidate the changes in society which have impeded the quality of the Hindu parent's accompaniment of his child. - to describe the life - world of the Hindu child as it reveals itself in his relations with himself, others, things/ideas and God. - in the light of the findings from the literature study, to establish certain guidelines according to which accountable support can be instituted to meet the needs of Hindu parents and their children. As an introduction a psychopedagogical perspective on parental accompaniment of their children was given, where it was stressed that the success of the child's education depended on the quality of the parent - child relationship. Parental guidance and support are also crucial in meeting the objectives of education, provided the child's basic physiological and psychological needs are met. The study found that traditional Hindu lifestyles were fast disappearing within a changing society and this had severe consequences for the upbringing of the Hindu child. The pressures of urbanization and industrialization, and the need for employment, forced Hindu families to break away from their traditional extended family systems and move towards nuclear family units. Unlike in the earlier situation, where all members of the extended family assumed responsibility for the upbringing of the children, this is now the sole responsibility of the parents themselves. This has devastating consequences for the child since, generally, both Hindu parents are being forced to seek employment - due to the high cost of living - and consequently the time spent in the accompaniment of their child is considerably reduced. Conditions for pedagogic neglect are therefore created. In addition to this the children come under the strong influence of Western culture and lifestyles, which cause them to become somewhat estranged from their own culture and way of life. The lack of proper parental supervision and control in the urban environment, makes the child also easily Influenced by factors within the environment which result in a wide range of behavioural problems. This affects the relationship between the parent and child, and also has a bearing on his education. Parents do not have the skills and training to cope with the situation or offer assistance to their children, and they are desperately in need of outside help. In the light of the findings of this research the following was recommended: - Hindu authority figures at schools. - A multi-cultural school education policy. - Hindu parents forum at schools. - Further research.