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This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6-and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indicators performed similarly. Smaller indexes representing clusters of parent adjustment variables and family instability variables, however, differentially predicted aggressive and anxious/depressed behaviors, respectively. The results suggest the importance of promotion processes and of representing environmental adversity at varying levels of specificity for children from economically disadvantaged families. Economic disadvantage is associated with a variety of cofactors that pose risks for children's normative development (Dodge,

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This article is a theory driven descriptive study of the emotional memories of economically disadvantaged children. We confirmed our hypothesis that children's emotional memories would fit into categories defined in terms of the phenomenology and functions of discrete emotions, as described in differential emotions theory. We hold that such theoretically derived categories are exemplified by events that act as affordances or that constrain causal interpretations and the development of emotional memories. We also argue that the ability to recount appropriate causal events for a broad range of emotions indexes an aspect of emotion knowledge. We see the latter as a part of the broader construct of emotional intelligence.

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