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Emotion understanding in preschool children : The role of executive functions

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dc.contributor.authorMartins, Eva Costa
dc.contributor.authorOsório, Ana
dc.contributor.authorVeríssimo, Manuela
dc.contributor.authorMartins, Carla
dc.date.accessioned2016-01-20T19:14:08Z
dc.date.available2016-01-20T19:14:08Z
dc.date.issued2016
dc.description.abstractAbstract This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers’ IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 4½ years (52% boys) was collected in two laboratory visits. Emotion understanding was assessed using the Emotion Recognition Questionnaire, inhibitory control using the Head-Toes-Knees-Shoulders task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated using the WPPSI-R, language using the Peabody Picture Vocabulary Test – Revised; and ToM using six standardized tasks. Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers’ age, and children’s IQ, language ability, and ToM. Mothers’ age and children’s language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children’s understanding of situational causes of emotion. Therefore studying EFs as correlates of emotion understanding is an important focus of future research.pt_PT
dc.description.sponsorshipFundação para a Ciência e a Tecnologia (FCT); COMPETEpt_PT
dc.identifier.citationInternational Journal of Behavioral Development, 40 (1), 1–10. doi: 10.1177/0165025414556096pt_PT
dc.identifier.doi10.1177/0165025414556096pt_PT
dc.identifier.issn0165-0254
dc.identifier.urihttp://hdl.handle.net/10400.12/4280
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSagept_PT
dc.relationFCOMP-01- 0124-FEDER-015504pt_PT
dc.subjectEmotion understandingpt_PT
dc.subjectExecutive functionspt_PT
dc.subjectInhibitory controlpt_PT
dc.subjectIQpt_PT
dc.subjectLanguagept_PT
dc.subjectPreschoolpt_PT
dc.subjectSet shiftingpt_PT
dc.subjectToMpt_PT
dc.titleEmotion understanding in preschool children : The role of executive functionspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/5876-PPCDTI/PTDC%2FPSI-EDD%2F114527%2F2009/PT
oaire.citation.conferencePlaceLondonpt_PT
oaire.citation.endPage10pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleInternational Journal of Behavioral Developmentpt_PT
oaire.citation.volume40pt_PT
oaire.fundingStream5876-PPCDTI
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isProjectOfPublication69e19687-76de-41f8-a531-b88994377ecf
relation.isProjectOfPublication.latestForDiscovery69e19687-76de-41f8-a531-b88994377ecf

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