Journal
COGNITION & EMOTION
Volume 25, Issue 6, Pages 1074-1086Publisher
PSYCHOLOGY PRESS
DOI: 10.1080/02699931.2010.518417
Keywords
Longitudinal; Emotion knowledge; Theory of mind; Preschoolers
Categories
Funding
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [R01HD050806] Funding Source: NIH RePORTER
- NICHD NIH HHS [R01 HD050806-05, R01 HD050806] Funding Source: Medline
Ask authors/readers for more resources
Theory of mind competence and knowledge of emotions were studied longitudinally in a sample of preschoolers aged 3 (n = 263) and 4 (n = 244) years. Children were assessed using standard measures of theory of mind and emotion knowledge. Three competing hypotheses were tested regarding the developmental associations between children's theory of mind abilities and their knowledge of emotions. First, that an understanding of emotion develops early and informs children's understanding of others' thinking. Alternatively, having a basic theory of mind may help children learn about emotions. Third, that the two domains are separate aspects of children's social cognitive skills such that each area develops independently. Results of hierarchical regressions supported the first hypothesis that early emotion understanding predicts later theory-of-mind performance, and not the reverse.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available