A developmental sequence in the comprehension of emotions: Intensity, multiple emotions, and valence.

Abstract

In individual interviews, 80 children from ages 4 to 8 years predicted which of 5 emotions they would feel, and how intensely, to 15 affect-laden situations. The results indicate that responses involve 3 dimensions of emotion cognition (intensity, multiplicity, and valence) that emerge in a developmental sequence. Four-year-olds predict experiencing one emotion of varying intensity to a situation (Level A). They also predict experiencing multiple emotions, but at maximum intensity and the same valence (Level B). By age 6, children predict experiencing multiple emotions of varying intensity but the same valence (Level C). Children around age 8 predict multiple emotions of varying intensity and opposite valence (Level D). The number of emotions experienced at one time and accuracy also increased with development.

Awareness of Single and Multiple Emotions in High-functioning Children with Autism

“…If possible awareness discrepancies between children with autism and their peers are still concealed in the first task regarding single emotions, they may surface in these more demanding mixed conditions. Instead of interviewing children about their knowledge of multiple emotions, researchers in other studies presented normally developing children with emotion-evoking vignettes and asked if they would feel angry, happy, sad or scared (Meerum Terwogt et al, 1986;Wintre & Vallance, 1994). The fact that this method is less dependent on verbal abilities might contribute to the finding that the awareness of mixed emotions typically arises somewhat earlier in these circumstances (i.e.…”

Maternal predictors of children's social cognition: an attachment perspective

“…More recent research has pointed to great individual variability in this normative progression toward a complex social understanding (Kestenbaum & Gelman, 1995;Peng, Johnsson, Pollok, Glaspool, & Harris, 1992;Wintre, Polivy, & Murray, 1990;Wintre & Vallance, 1994). Research looking at the antecedents of individual differences in the understanding of complex or mixed emotions has identified the importance of mother-child conversations about emotion (Brown & Dunn, 1996), and early motherchild attachment influences (Steele, Steele, Croft, & Fonagy, 1999).…”

Emotion regulation and understanding: implications for child psychopathology and therapy

“…This sort of understanding is directly related to ambivalent feelings (e.g., being both angry at and still loving toward one's parent). Development of this understanding proceeds from lack of acknowledgement of multiple emotions in younger children, 4 to acknowledgement and than to a greater understanding, involving an appreciation of variables, such as emotion valence (e.g., multiple positive emotions easier to understand than one negative and one positive), emotion intensity (e.g., one very strong and one very weak emotion easier to understand than two strong ones), and emotion target (e.g., multiple emotions toward acquaintance person easier than multiple emotions toward parent; see, e.g., Carroll & Steward, 1984;Donaldson & Westerman, 1986;Harter & Buddin, 1987;MeerumTerwogt, Koops, Oosterhoff, & Olthof, 1986;Reissland, 1985;Wintre & Vallance, 1994). This understanding appears to be mediated in part by an understanding that internal factors (e.g., beliefs and goals) have an impact on emotions (Donaldson & Westerman, 1986).…”