Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 4,090 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 818 - Next  Jump:
2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
Info
1. Watling, Dawn. and Damaskinou, Nikoleta. "Lateralization for Emotion Processing Predicts Emotion Recognition Skills: Implications for Theories of Emotion Recognition" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-07-22 <http://citation.allacademic.com/meta/p961367_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Researchers exploring emotion recognition have demonstrated that children are able to recognize emotions from faces at an early age and that this improves with age (e.g., Durand et al., 2007; Herba & Phillips, 2004, 2006). Similarly, researchers exploring laterality for emotion processing have demonstrated that between 5 and 10 years of age, children’s laterality for processing of emotional faces becomes more right hemisphere dominant with age (e.g., Levine & Levy, 1986; Workman et al., 2006). This is the first work that explores the role that strengthening of laterality plays in changes to emotion recognition performance. We hypothesized that with increasing strength of lateralization children’s emotion recognition skills would be enhanced.

Children (N = 213) from three age groups completed three recognition tasks (emotion discrimination, emotion matching, and identity matching with emotion varied, adapted from Herba & Phillips, 2006) and the chimeric faces task (a test of laterality for emotion processing) at two time points. Children completed the tasks for the first time point and then one year later for the second time point. Children were 6, 8, and 10 years at the first time point.

Consistent with previous work, mixed ANOVAs for each of the three recognition tasks showed that the 6- and 8- year olds performed significantly lower on the tasks than the 10-year-olds. Further, for the emotion based tasks it was shown that performance one year later improved; however, there was no significant improvement for the identity matching task (see Figure 1).

Hierarchical multiple regression analyses to predict time 2 task performance (controlling for sex, age, time 1 task performance) showed that performance on the emotion discrimination task was predicted by time 1 laterality for emotion processing: the greater the strength of laterality for right hemisphere processing, the greater the performance. Additionally, performance on the emotion matching task was predicted by the change in strength of laterality during the one year period: children who had greater increases in the strength of laterality for right hemisphere processing showed greater increases in performance. In contrast to the two emotion focused tasks, performance on the identity matching task (used as a control task) was not predicted by strength of laterality for emotion processing. Findings are shown in Table 1.

Findings support the relationship between the brain’s processing of emotion and performance on emotion recognition tasks, whereby as children become more right hemisphere dominant for facial emotion processing they are more accurate at emotion recognition tasks. This work will be discussed with regards to the implications for theories of the development of facial emotion recognition.

2014 - American Sociological Association Annual Meeting Pages: unavailable || Words: 7928 words || 
Info
2. Brown, Kenly. and Gonzales, Daisy. "Emotional Specialist or Emotional Wrecks? Emotional Labor in Police Civilian-interactions" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco Union Square and Parc 55 Wyndham San Francisco, San Francisco, CA, Aug 15, 2014 Online <APPLICATION/PDF>. 2019-07-22 <http://citation.allacademic.com/meta/p722464_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Using Hochschild’s analysis of service providers’ emotional labor, this article identifies the interactional skills required for emotional labor to be performed in police work. Through a close analysis of police-civilian encounters (using the methods outlined in Heritage and Clayman, 2010), we examine four cases drawn from a larger database of encounters collected in a major city in California. These cases materialize routine mechanics through which police officers practice emotional labor in everyday interactions with civilians, and the range of outcomes these practices promote. We show how de-escalation and empathetic techniques lead to compliant and comforted civilians. Additionally, verbal irony and neutrality are observed as problematic uses of emotional labor that result in angry and frustrated civilians. This article provides a visual dataset and conversation analytical perspective of police officers practicing emotional labor in their interactions with civilians.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
Info
3. Day, Kimberly., Neal, Amy., Smith, Cynthia. and Dunsmore, Julie. "Relations between Parent Emotion Coaching and Children’s Emotionality: The Importance of Cognitive and Emotional Self-Regulation" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-07-22 <http://citation.allacademic.com/meta/p957355_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Children with poor self-regulation have been found to be at risk for negative outcomes. Two important strategies of cognitive and emotion regulation are children’s private speech and effortful control, respectively; however, the joint impact of these strategies has not been examined within the same study. To address this, we investigated the interaction of private speech (PS) and effortful control (EC) as predictors of negative emotion, expecting that children who used less non-beneficial PS and had higher levels of EC would be less emotional. Additionally, parents who coach emotions teach their children how to regulate emotions and thus these children would be expected to have higher EC. Emotion coaching is child-centered and focuses on teaching through steps, similar to scaffolding. Because scaffolding has been found to relate to private speech, we expected that more emotion coaching would be related to less non-beneficial PS. We examined how PS and EC may be different regulation strategies that would both mediate the relation of parent emotion coaching to child negative emotionality.

Participants included 156 preschool-aged children (79 boys) and their primary caregivers. Parental emotion coaching was observationally measured as encouraging of negative emotion when discussing a time when children were upset. Transcribed and coded during a cognitively-focused card sorting task, children’s non-beneficial PS included: vocalizations (sounds that were not words; “Dookadooka”), task-irrelevant (unrelated to the task; “Roll and scroll roll and go”), and negatively-valenced task-relevant (related to the task but inhibited efforts; “But I can't do it by myself.”). Children’s EC (attention shifting, attention focusing, and inhibitory control) and negative emotion (anger and sadness) were measured using parent-report from the Child Behavior Questionnaire.

A path model using composite variables was investigated (Figure 1). Children’s EC significantly mediated the relation between parental emotion coaching and children’s negative emotionality. While emotion coaching did not predict children’s non-beneficial PS, children who used less of the non-beneficial PS were less emotionally negative. Children’s private speech and effortful control interacted to predict their negative emotion (Figure 2). It was found that children who were low in EC were high in negative emotion. However, the children with higher levels of EC were less negative when they also used less non-beneficial PS.

This research demonstrates the importance of considering both cognitive and emotional development together because private speech and emotion regulation interacted to predict negative emotionality. Parents who talked about causes and consequences of negative emotions had children who had higher levels of effortful control and in turn were less negative. Children may have learned how to handle negative emotions from their parents because of their acceptance of negative emotions. Even though emotion coaching was not associated with non-beneficial private speech, children who used more non-beneficial private speech were more negative. Most researchers focus on the beneficial forms of private speech in research, but these findings show that non-beneficial private speech is also an important measure of children’s self-regulation. Future research needs to include cognitive and emotional development together to have a complete understanding of children’s development of self-regulation.

2006 - American Sociological Association Pages: 20 pages || Words: 6085 words || 
Info
4. Shalin, Dmitri. "Emotional Wellness, Emotional Intelligence, and Emotion Template Analysis" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 11, 2006 Online <PDF>. 2019-07-22 <http://citation.allacademic.com/meta/p105621_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The relationship between the social and affective processes is a two-way street: society shapes its members’ affective life which, in turn, affects society’s basic processes. Democracy pays a heavy price when its members are emotionally illiterate, where emotional littering is rampant. This paper explores the interfaces between affective life and social processes. After discussing different ways of measuring emotional intelligence and its impact on democratic polity, the paper introduces the Emotional Template Matrix (ETM) analysis, a self-assessment tool designed to track emotional wellness, and describes the ETM Survey based on this methodology. The last section of this paper summarizes preliminary results of the ETM Survey.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
Info
5. Neal, Amy., Day, Kimberly., Dunsmore, Julie. and Smith, Cynthia. "The Influence of Parent and Child Emotion Language on Preschooler’s Emotion Understanding and Emotion Regulation" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-07-22 <http://citation.allacademic.com/meta/p958370_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: This study examines associations of emotion language with emotion understanding and emotion regulation during the preschool years. There is robust evidence that the way parents talk about emotions with their children promotes children’s emotion understanding and regulation (e.g., Bird & Reese, 2006; Laible, 2011). However, little attention has been paid to associations of these outcomes with children’s emotion language. There is evidence that children who use more emotion language are better liked by peers (Fabes et al., 2001) and engage in more prosocial behavior (Garner et al., 2008). Additionally, Laible (2011) found that children’s emotion talk about a negative event was related to emotion understanding.

In this study, we examined associations of children’s emotion language with their emotion understanding and emotion regulation, and tested whether parents’ emotion language was indirectly associated with these outcomes through children’s emotion language. One hundred fifty-four 3- to 5-year-old children participated with their primary caregiver. Parent-child dyads engaged in an emotion-laden conversation to measure parent and child use of emotion labels. Children also engaged in the locked box task (Cole et al., 2009; Goldsmith et al., 1993) to measure emotion regulation and negative emotionality. Emotion regulation was operationalized as shifting attention away from the locked box and toward the parent or other objects in the room. Children completed the Diagnostic Analysis of Nonverbal Accuracy (Nowicki & Duke, 1994) to measure emotion understanding; both the adult faces and tone of voice subscales were used. The Clinical Evaluation of Language Fundamentals (Semel, Wig, & Secord, 2004) was also used to control for general language ability.

Path analyses were used to examine the associations between parent and child emotion language, emotion understanding, and emotion regulation; the path models for younger and older children are in Figures 1a and 1b, respectively. Path models for younger (36-53 months) and older preschoolers (54-69 months) were compared to determine if associations remained the same throughout the preschool years. The direct effect in which children’s greater use of emotion labels was positively associated with emotion understanding was invariant across age groups. In regard to emotion regulation, results differed for younger preschoolers compared with older preschoolers. For younger preschoolers, path analyses indicated a direct effect of child emotion labels and an indirect effect of parent emotion labels in which more emotion labels were associated with less attention shifting during the locked box task. There was no association between parent and child use of emotion labels and attention shifting for older preschoolers. Post hoc analyses indicated that both older preschoolers (regardless of emotion talk), and the younger preschoolers who used more emotion labels, delayed looking toward the parent during the locked box task. Results suggest that children’s use of emotion terms is related to their better identification of emotions, and may help them cope with their own negative emotions. Differences between paths for older and younger preschoolers may reflect the rapid emotional development occurring during the preschool years, and suggests the importance of early emotion socialization.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 818 - Next  Jump:

©2019 All Academic, Inc.   |   All Academic Privacy Policy