Teaching emotion understanding

By F. Pons, Paul L. Harris, P. Doudin. 2002

120 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e07fbb9238a4cf650d05f88032ea73e7435236d1

How researchers see this paper

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

In Developmental and Educational Psychology

1. V. Ornaghi
2. I. Grazzani
3. F. Pons
4. Paul L. Harris
5. F. Clément
6. Shaun Nichols
7. Melissa Koenig
8. B. Farrant

In Education

1. Paul L. Harris
2. F. Pons
3. Shaun Nichols
4. B. Farrant
5. F. Clément
6. S. Zubrick

Citations in the corpus

• Longitudinal change and longitudinal stability of individual differences in children's emotion understanding (2005, background): “They appear to be the expression of a relatively general characteristic and not of some localised delay or advance in the comprehension of a particular aspect of emotion (e.g., Pons et al., 2002a, 2003).”
• How do use and comprehension of mental-state language relate to theory of mind in middle childhood? (2012, background): “…which included appreciation of the mixed nature of some emotional experiences and the understanding that there may be discrepancies between felt and manifest emotion, correspond to the third level of development in the hierarchical model of emotion understanding proposed by Pons et al. (2002).”