Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization

By F. Pons, Paul L. Harris, M. de Rosnay. 2004

785 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8bfb5af5bcdad2a90000aa4962680a1b7014b8d3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. V. Ornaghi
2. I. Grazzani
3. M. Del Giudice
4. Livia Colle
5. Pablo V. A. Barros
6. Stefan Wermter
7. S. Denham
8. Rosanna Di Maggio

In Developmental and Educational Psychology

1. V. Ornaghi
2. I. Grazzani
3. F. Pons
4. Paul L. Harris
5. S. Denham
6. Stefan Wermter
7. M. Del Giudice
8. Pablo V. A. Barros

In Social Psychology

1. V. Ornaghi
2. Stefan Wermter
3. Pablo V. A. Barros
4. Livia Colle
5. I. Grazzani
6. M. Del Giudice
7. Rosanna Di Maggio
8. Ugo Pace

Citations in the corpus

• “I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success (2015, background): “…(Denham and Couchoud 1990a) also found that nonstereotypical situation knowledge was related to age, with a similar trajectory of increasing scores as that found here.1 Others have also found large increases between ages of 3 and 5 years on these aspects of emotion knowledge (Pons et al., 2004).”
• Language and Children's Understanding of Mental States (2005, background): “Children’s acquisition of a theory of mind emerges in orderly steps (Wellman & Liu, 2004; Pons et al., 2003), but individual children vary markedly in their rate of progress.”
• Developing crossmodal expression recognition based on a deep neural model (2016, methodology): “The same process was also described by Harter and Buddin (1987), Lewis (2012) and Pons, Harris, and de Rosnay (2004).”
• How do use and comprehension of mental-state language relate to theory of mind in middle childhood? (2012, methodology): “Given the age of the participants and following the developmental model of emotion comprehension put forward by Pons et al. (2004), only the more complex components of the TEC were administered in this study, namely beliefs, regulation, concealment, mixed and moral emotions.”
• Patterns of Attachment and Emotional Competence in Middle Childhood (2011, positive): “This result is especially interesting because cognitive engagement strategies (e.g., reappraisal) are among the most sophisticated forms of regulation and appear relatively late in development (Harris & Lipian, 1989; Pons et al., 2004).”
• Longitudinal change and longitudinal stability of individual differences in children's emotion understanding (2005, background): “Administration lasted for approximately 20 minutes (see Pons & Harris, 2000; Pons et al., 2004 for a full description of the procedure and materials for the TEC).”
• The Relationship Between Emotion Knowledge, Emotion Regulation and Adjustment in Preschoolers: A Mediation Model (2016, positive): “emotion labels with environmental events (Bassett et al. 2012; Morgan et al. 2010; Pons et al. 2004; Schultz et al. 2001).”
• The Role of Language Games in Children's Understanding of Mental States: A Training Study (2011, background): “It tests the child's comprehension of the nature, causes, and regulation of emotions across nine different components (Pons, Harris, & de Rosnay, 2004 ).”
• Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “For example, by age 4, children are generally able to recognize that losing a favorite toy would make someone sad, whereas getting a gift would make someone happy (Pons et al. 2004).”