Young children's responses to guilt displays.

Displaying guilt after a transgression serves to appease the victim and other group members, restore interpersonal relationships, and indicate the transgressors' awareness of and desire to conform to the group's norms. We investigated whether and when young children are sensitive to these functions of guilt displays. In Study 1, after 4- and 5-year-old children watched videos of transgressors either displaying guilt (without explicitly apologizing) or not displaying guilt, 5-year-olds appropriately inferred that the victim would be madder at the unremorseful transgressor and would prefer the remorseful transgressor. They also said that they would prefer to interact with the remorseful transgressor, judged the unremorseful transgressor to be meaner, and, in a distribution of resources task, gave more resources to the remorseful transgressor. The 4-year-olds did not draw any of these inferences and distributed the resources equally. However, Study 2 showed that 4-year-olds were able to draw appropriate inferences about transgressors who explicitly apologized versus those who did not apologize. Thus, 4-year-olds seem to know the appeasement functions that explicit apologies serve but only when children have reached the age of 5 years do they seem to grasp the emotions that apologies stand for, namely, guilt and remorse, and the appeasement functions that displaying these emotions serve. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Maternal correlates of children's vicarious emotional responsiveness.

Children's vicarious emotional responses and prosocial behavior were assessed, and the relations of these indexes to their mothers' sympathetic dispositions were examined. Mothers who were more sympathetic and better perspective takers had girls who reported feeling more sympathy and negative affect and less happiness after exposure to needy others. Mothers who reported more distress had girls who reported less negative affect and more happiness after exposure. Fewer relations between mothers' sympathy and vicarious emotional responsiveness were found for boys; however, there were more relations between boys' emotional responses and their helpfulness; boys who expressed more negative affect tended to be more helpful. These findings support the notion that the correlates of vicarious emotional responsiveness and prosocial tendencies are similar. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Socialization of children's vicarious emotional responding and prosocial behavior: Relations with mothers' perceptions of children's emotional reactivity.

Examined mother–child emotion-related interactions and how these interactions related to mothers' perceptions of children's emotional reactivity. Mothers of 49 kindergartners and 54 2nd graders told their children 2 stories about distressed others. Children's emotional, physiological, and prosocial responses were also obtained. Mothers rated children's tendencies to become emotional when exposed to distressed others. For kindergartners, mothers' perceptions of children's emotional reactivity were positively related to her use of positive facial expressions. Mothers' perceptions of 2nd graders' emotional reactivity were inversely related to maternal responsiveness. These findings suggest that mothers may "adjust" their interactions with their children based on their perceptions of children's emotional tendencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adults' expectancies about children's emotional responsiveness: Implications for the development of implicit theories of affect.

96 undergraduates and preschool, 3rd-grade, and 6th-grade children were presented with vignettes depicting 8 types of experiences and were asked what would be their own (for children) or a preschool, 3rd-grade, or 6th-grade child's (for adults) emotional reaction. Without exception, adults' expectancies agreed with those of 3rd and 6th graders. However, adults' expectancies about preschoolers' affect varied significantly from preschoolers' own accounts for vignettes presenting experiences of success, dishonesty that is discovered, dishonesty that is not discovered, being the target of aggression, and unjustified punishment. Adults and preschoolers did agree in predicted affective responses to failure, nurturance, and justified punishment. Overall, adults did not differentiate their predictions as a function of the age of the child whose affective reactions they were asked to predict, indicating an absence of developmental considerations in their implicit theories of children's emotional responsiveness. Results are discussed within a framework of social cognition, focusing on the nature and development of implicit theories about affect. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Convergent and divergent responses to emotional displays of ingroup and outgroup.

In the present research, we test the assumption that emotional mimicry and contagion are moderated by group membership. We report two studies using facial electromyography (EMG; Study 1), Facial Action Coding System (FACS; Study 2), and self-reported emotions (Study 2) as dependent measures. As predicted, both studies show that ingroup anger and fear displays were mimicked to a greater extent than outgroup displays of these emotions. The self-report data in Study 2 further showed specific divergent reactions to outgroup anger and fear displays. Outgroup anger evoked fear, and outgroup fear evoked aversion. Interestingly, mimicry increased liking for ingroup models but not for outgroup models. The findings are discussed in terms of the social functions of emotions in group contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Mother's emotional expressivity and children's behavior problems and social competence: Mediation through children's regulation.

The relations between mothers' expressed positive and negative emotion and 55–79-month-olds' (76% European American) regulation, social competence, and adjustment were examined. Structural equation modeling was used to test the plausibility of the hypothesis that the effects of maternal expression of emotion on children's adjustment and social competence are mediated through children's dispositional regulation. Mothers' expressed emotions were assessed during interactions with their children and with maternal reports of emotions expressed in the family. Children's regulation, externalizing and internalizing problems, and social competence were rated by parents and teachers, and children's persistence was surreptitiously observed. There were unique effects of positive and negative maternal expressed emotion on children's regulation, and the relations of maternal expressed emotion to children's externalizing problem behaviors and social competence were mediated through children's regulation. Alternative models of causation were tested; a child-directed model in which maternal expressivity mediated the effects of child regulation on child outcomes did not fit the data as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural psychology's challenges to our ideas of children and development.

Historically, cross-cultural psychology has been expected to contribute to an understanding of children and development by increasing the generality of the experiences to which children are exposed and thus providing a broader base from which to report how experience affects development. A variety of difficulties with this basic enterprise are summarized in terms of the difficulty of isolating independent variables and ambiguities in the interpretation of dependent variables. A major, current contribution of cross-cultural psychology is to the processes by which relations between culturally organized experience and development are investigated. It seems clear that a close interplay between laboratory and observational research in which experiments are used as self-conscious models of potentially important cultural experiences will be needed to enable psychologists to gain the benefits from cross-cultural research which its founders envisioned. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of early experience on children's recognition of facial displays of emotion.

The present research examines visual perception of emotion in both typical and atypical development. To examine the processes by which perceptual mechanisms become attuned to the contingencies of affective signals in the environment, the authors measured the sequential, content-based properties of feature detection in emotion recognition processes. To evaluate the role of experience, they compared typically developing children with physically abused children, who were presumed to have experienced high levels of threat and hostility. As predicted, physically abused children accurately identified facial displays of anger on the basis of less sensory input than did controls, which suggests that physically abused children have facilitated access to representations of anger. The findings are discussed in terms of experiential processes in perceptual learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Just stop thinking about it": Effects of emotional disengagement on children's memory for educational material.

Children regulate negative emotions in a variety of ways. Emotion education programs typically discourage emotional disengagement and encourage emotional engagement or "working through" negative emotions. The authors examined the effects of emotional disengagement and engagement on children's memory for educational material. Children averaging 7 or 10 years of age (N=200) watched either a sad or an emotionally neutral film and were then instructed to emotionally disengage, instructed to engage in problem solving concerning their emotion, or received no emotion regulation instructions. All children then watched and were asked to recall the details of an emotionally neutral educational film. Children instructed to disengage remembered the educational film better than children instructed to work through their feelings or children who received no emotion regulation instructions. Although past research has indicated that specific forms of emotional disengagement can impair memory for emotionally relevant events, the current findings suggest that disengagement is a useful short-term strategy for regulating mild negative emotion in educational settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intentionality and knowledge in children's judgments of actor's responsibility and recipient's emotional reaction.

Two conflicting developmental accounts of how mental states are used in evaluating actors are tested by varying actors' intentionality, foreknowledge of outcome, and the values of motive and outcome. In Experiment 1, children judged a recipient's emotional reaction to three types of event: intended outcome, foreseen accident, and unforseen accident. Both 6- and 7-year-olds used intentionality and knowledge in their judgments of good and bad outcomes. Three-year-olds did not distinguish between accidents differing in actors' foreknowledge, but discriminated between intended and accidental outcomes when the accident was unforseen. In Experiment 2, children judged actor's responsibility for accidentally caused bad outcomes. Seven-year-olds, but not 5-year-olds, blamed actors for foreseen accidents more than for unforeseen accidents regardless of motive value. The results suggest that children use intentionality before knowledge in judgments of action sequences, and that actor's foreknowledge of an outcome influences children's ability to judge the intended/accidental distinction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents' beliefs about their children's cognitive abilities.

Examined mothers' judgments of their children's cognitive abilities and the relation between such judgments and the child's developmental level. 49 1st-grade children responded to tasks drawn from either the Piagetian literature or the Stanford-Binet IQ tests. Ss also completed a vocabulary test drawn from the Peabody Picture Vocabulary Test (PPVT). Subsequently, each S's mother was asked various questions about probable response, both for her own child and for children in general. Results reveal that mothers were more accurate in predicting their child's success or failure on the IQ items than on the Piaget items. In both conditions, overestimations of ability were more common than underestimations. Estimates of age of mastery also showed overestimation, in some cases by several years. Data collected from 12 fathers indicate that fathers' patterns of response were similar to those of their wives. The correlations between accurate predictions by the mother and correct answers by the child were .85 in the Piaget condition and .49 in the IQ condition. Findings are compatible with the match hypothesis, which posits that the mother's knowledge of her child enables her to create an optimally challenging environment. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of suppressing thoughts about emotional material.

Concurrent and subsequent effects of suppressing versus expressing emotional (anxious and depressing) and neutral material were investigated. Subjects either suppressed or expressed thoughts about an anxious, depressing, or neutral target situation during an initial thought period. During the subsequent period, all subjects expressed thoughts about the same target situation. Analyses of thought content revealed that attempts to suppress the thought did not eliminate its occurrence. During the subsequent expression period, subjects in the initial expression condition displayed a significant decrease in statements about the target situation, indicating habituation, whereas subjects in the initial suppression condition showed an increase. Variations in this general pattern were observed on the basis of the different emotional valences of the target situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges.

Examined the effectiveness of a self-monitoring package (SMP) on the task engagement and disruptive behaviors of 2 elementary school children (10-yr-old female and 11-yr-old male). Ss received full-time special education services for students with severe emotional disturbance. This SMP was comprised of periodic cuing, self-recording of individually-determined target behaviors, feedback, and reinforcement for accurate self-monitoring. Results indicated that SMP was highly effective in increasing task engagement while decreasing disruptive behavior. Data add to the growing testimony regarding the utility of self-monitoring and SMPs as effective and proactive components of behavioral support for students with emotional and behavioral challenges. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of children's knowledge about attentional focus.

Children of 4, 6, and 8 years of age were tested for their understanding that a person who is mentally focused on one thing will be devoting little or no simultaneous attention or thought to another, totally irrelevant thing. For example, while one is busy trying to recognize the people in a group photograph or recall the movies one has seen recently, one will likely not also be thinking about the photograph's drab frame in the first case or one's piano in the second. Whereas most of the 6- and 8-year-olds demonstrated an understanding that task-oriented thought and attention are selectively focused in this way, most of the 4-year-olds showed no such understanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of parental emotional expressivity with quality of Indonesian children's social functioning.

In Western societies, parental expression of positive emotion has been positively related to the quality of children's social functioning, whereas their expression of negative emotion has been negatively or inconsistently related. The relations of parental expressivity to 3rd-grade Indonesian children's dispositional regulation, socially appropriate behavior, popularity, and sympathy were examined. Parents, teachers, and peers reported on children's social functioning and regulation, and parents (mostly mothers) reported on their own expression of emotion in the family. Generally, parental expression of negative emotion was negatively related to the quality of children's social functioning, and regression analyses indicated that the relations of parental negative expressivity to children's popularity and externalizing behaviors might be indirect through their effects on children's regulation. Unexpectedly, parental expression of positive emotion was unrelated to children's social functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Young children's knowledge about the apparent-real and pretend-real distinctions.

Three experimental tests were made of the hypothesis that understanding of the pretend–real distinction develops earlier than understanding of the theoretically related apparent–real distinction. As predicted, 3-yr-old children consistently performed better on pretend–real tasks than on apparent–real tasks, even when the two tasks were identical except for the distinction tested. Speculations were made about why understanding of the two distinctions might develop in that particular sequence and about how they might be related developmentally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-other differences in children's perceptions about the causes of important events.

Three studies examined differences between children"s (ages 8–15) beliefs about the effectiveness of multiple internal and external causes for producing outcomes in their own lives versus in those of their peers. Differences specific to the school domain were found: Starting at age 11 or 12, children perceived internal causes as more important for others than for themselves; and only beliefs about the self related to perceived control. More strikingly, a sample of gifted children, who presumably receive social feedback that they are different from their peers, reported that (a) they exerted more control and possessed more ability than their peers and (b) other children knew less about the causes of school performance and had to rely more on effort and powerful others; only beliefs about the self correlated to cognitive performance. These results suggest that self–other differences are produced by both developmental change and environmental opportunities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents' responses to the emotional distress of their children: Relations with children's competence.

Although investigators have proposed in various theories that the socialization of emotions has important implications for children's general competence, very little empirical data exist. In the present study, parents' responses to the emotional distress of their preschool children were examined in the context of more general dimensions of parenting (warmth and control), and the relation of these responses to children's competence was assessed. Data on parent–child interactions were collected for 30 families, using home observations, parent self-reports, observer ratings, and child interviews. Children's competence in preschool was assessed by teacher ratings. Effective, situationally appropriate action was the most frequently observed parental response to children's upset, and children's attributions to parents of such pragmatic responses was positively related to their competence in preschool. Parental encouragement of emotional expressiveness was also positively associated with child competence. Variables assessing positive responses to upset, although related to warmth (as expected), also contributed independently to children's competence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inoculation by emotion: Effects of positive emotional states on children's reactions to social comparison.

90 five- and 6-yr-old children, equally divided by sex, were assigned randomly to 1 of 3 emotion-inducing conditions: self-focused happy, other-focused happy, or neutral. After the emotion induction, the Ss experienced social comparisons in which the peer received more, fewer, or an equal number of rewards. It is suggested that ratings of facial expressions after the emotion inductions confirmed that Ss in the self- or other-focused conditions were equally happy and significantly happier than Ss in the neutral condition. Furthermore, all Ss accurately recalled the reward outcome of the social comparison experience. As predicted, when Ss received relatively fewer rewards, they displayed reduced generosity toward others except when this negative inequality had followed the induction of a self-focused happy mood. Results are discussed in terms of the cognitive processes initiated by emotional states that may influence tolerance for aversive experiences. Particular attention is given to the role of cognitive loops, selective attention, and tacit comparison processes initiated by emotional states and social comparisons. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)