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Direct linkHarris, Paul L.; Cheng, Liao – International Journal of Behavioral Development, 2022
Research with adults has increasingly moved beyond the focus on a small set of allegedly basic emotions, each associated with a signature facial expression. That expansion has been accompanied by a greater emphasis on the potential variability of emotion concepts across different cultural settings. In this conceptual review of children's…
Descriptors: Diversity, Cultural Context, Children, Psychological Patterns
Baldimtsi, Eleni; Nicolopoulou, Ageliki; Tsimpli, Ianthi Maria – Journal of Autism and Developmental Disorders, 2021
Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and…
Descriptors: Autism, Pervasive Developmental Disorders, Theory of Mind, Cognitive Processes
Phan, Huy P.; Ngu, Bing H. – Oxford University Press, 2019
"Teaching, Learning and Psychology" offers comprehensive coverage of contemporary psychological issues and new directions in education. With its focus on the non-deficit nature of human behaviours and positive psychology, the book emphasises the importance of appropriate pedagogical practices for effective learning. Comprehensive and…
Descriptors: Preservice Teacher Education, Children, Adolescents, Cognitive Development
Roberson, Debi; Kikutani, Mariko; Doge, Paula; Whitaker, Lydia; Majid, Asifa – Cognition, 2012
Three studies investigated developmental changes in facial expression processing, between 3 years-of-age and adulthood. For adults and older children, the addition of sunglasses to upright faces caused an equivalent decrement in performance to face inversion. However, younger children showed "better" classification of expressions of faces wearing…
Descriptors: Emotional Development, Nonverbal Communication, Classification, Research
Baurain, Celine; Nader-Grosbois, Nathalie – Journal of Autism and Developmental Disorders, 2013
This study has examined the link between social information processing (SIP) and socio-emotional regulation (SER) in 45 children with intellectual disability (ID) and 45 typically developing (TD) children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social…
Descriptors: Developmental Delays, Emotional Problems, Theory of Mind, Mental Retardation
Kowalewicz, Eva Aleksandra; Ausikaitis, Ashley Etzel; Kapp-Simon, Kathleen A. – School Psychology Forum, 2016
This article presents a review of the literature on orofacial clefting in children. The authors review the etiology, prevalence, and variations of clefting as well as issues related to neuropsychological, social, academic, emotional, and behavioral functioning of children with clefts. Finally, the authors discuss the implications for school…
Descriptors: Children, Clinical Diagnosis, Congenital Impairments, Etiology
Download full textHoussa, Marine; Nader-Grosbois, Nathalie – Journal of Education and Training Studies, 2016
In an experimental design, we examined the effects of middle-term training in social information processing (SIP) and in Theory of Mind (ToM) on preschoolers' social cognition and social adjustment. 48 preschoolers took part in a pre-test and post-test session involving cognitive, socio-cognitive and social adjustment (direct and indirect)…
Descriptors: Social Development, Cognitive Processes, Theory of Mind, Preschool Children
Lickel, Athena; MacLean, William E., Jr.; Blakeley-Smith, Audrey; Hepburn, Susan – Journal of Autism and Developmental Disorders, 2012
The purpose of this study was to assess the cognitive skills of children with autism spectrum disorders (ASD) thought to be necessary for Cognitive Behavioral Therapy (CBT). Forty children with ASD and forty age-matched typically developing children between the ages of 7-12 years participated. Groups were comparable with regard to nonverbal IQ,…
Descriptors: Autism, Intelligence Quotient, Cognitive Restructuring, Therapy
Rieffe, Carolien – British Journal of Developmental Psychology, 2012
In this study, deaf children's understanding of their own emotions was compared with that of hearing peers. Twenty-six deaf children (mean age 11 years) and 26 hearing children, matched for age and gender, were presented with various tasks that tap into their emotion awareness and regulation (coping) regarding the four basic emotions (happiness,…
Descriptors: Children, Emotional Development, Deafness, Self Control
Merz, Emily C.; McCall, Robert B. – Journal of Child Psychology and Psychiatry, 2011
Background: Previous studies have found that post-institutionalized (PI) children are particularly susceptible to attention problems and perform poorly on executive functioning (EF) lab tasks. Methods: Parent ratings of EF were examined in 288 school-age and 130 preschool-age children adopted from psychosocially depriving Russian institutions that…
Descriptors: Caregivers, Children, Adoption, Cognitive Processes
Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana – Child Development, 2011
This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…
Descriptors: Perspective Taking, Social Cognition, Problem Solving, Developmental Delays
Dennis, Tracy A.; Buss, Kristin A.; Hastings, Paul D.; Bell, Martha Ann; Diaz, Anjolii; Adam, Emma K.; Miskovic, Vladimir; Schmidt, Louis A.; Feldman, Ruth; Katz, Lynn Fainsilber; Rigterink, Tami; Strang, Nicole M.; Hanson, Jamie L.; Pollak, Seth D.; Dahl, Ronald E.; Silk, Jennifer S.; Siegle, Greg J.; Beauchaine, Theodore P.; Cicchetti, Dante; Rogosch, Fred A.; Fox, Nathan A.; Kirwan, Michael; Reeb-Sutherland, Bethany; Gunnar, Megan R.; Obradovic, Jelena; Boyce, W. Thomas; Molenaar, Peter C. M.; Gates, Kathleen M. – Monographs of the Society for Research in Child Development, 2012
In the past decade, there has been a dramatic growth in research examining the development of emotion from a physiological perspective. However, this widespread use of physiological measures to study emotional development coexists with relatively few guiding principles, thus reducing opportunities to move the field forward in innovative ways. The…
Descriptors: Physiology, Psychological Patterns, Emotional Development, Measurement
Naito, Mika; Seki, Yoshimi – Developmental Science, 2009
To investigate the relation between cognitive and affective social understanding, Japanese 4- to 8-year-olds received tasks of first- and second-order false beliefs and prosocial and self-presentational display rules. From 6 to 8 years, children comprehended display rules, as well as second-order false belief, using social pressures justifications…
Descriptors: Age Differences, Emotional Response, Emotional Development, Task Analysis
van Nieuwenhuijzen, M.; Vriens, A.; Scheepmaker, M.; Smit, M.; Porton, E. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
A growing interest exists in the measuring of social adaptive functioning in children with mild to borderline intellectual disabilities (MBID), but valid instruments to measure this construct are lacking. The aim of the present study was to develop such an instrument and to examine it on its discriminate validity. In 141 children aged 8-12 years a…
Descriptors: Behavior Problems, Mental Retardation, Perspective Taking, Short Term Memory
Rivers, Susan E.; Reyna, Valerie F.; Mills, Britain – Developmental Review, 2008
Fuzzy-trace theory explains risky decision making in children, adolescents, and adults, incorporating social and cultural factors as well as differences in impulsivity. Here, we provide an overview of the theory, including support for counterintuitive predictions (e.g., when adolescents "rationally" weigh costs and benefits, risk taking increases,…
Descriptors: Adolescents, Cultural Influences, Recognition (Psychology), Risk
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