Elicited emotions and cognitive functioning in preschool children

Blau, Rivka; Klein, Pnina S.

doi:10.1080/03004430802674316

Cited by 13 publications

(5 citation statements)

References 31 publications

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“…To measure emotional responsiveness and attention, children and their parents were asked to watch a 6.5-min excerpt from Disney's The Lion King (1994). This excerpt has been demonstrated to elicit emotional responses independent of age, gender, or prior exposure to the material (Blau & Klein, 2010). The excerpt is broken into two scenes: (1) the fear scene (0.30-3:30), which depicts a threat to an attachment figure, is designed to elicit fear; and, (2) the sadness scene (3:31-6:31), which depicts the death of an attachment figure, is designed to elicit sadness.…”

Section: Methodsmentioning

confidence: 96%

More than a feeling? An expanded investigation of emotional responsiveness in young children with conduct problems and callous-unemotional traits

et al. 2022

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Children with conduct problems and high callous-unemotional (CP+CU) traits are characterized by dampened emotional responding, limiting their ability for affective empathy and impacting the development of prosocial behaviors. However, research documenting this dampening in young children is sparse and findings vary, with attachment-related stimuli hypothesized to ameliorate deficits in emotional responding. Here we test emotional responsiveness across various emotion-eliciting stimuli using multiple measures of emotional responsiveness (behavioral, physiological, self-reported) and attention, in young children aged 2–8 years (M age = 5.37), with CP+CU traits (CP+CU; n = 36), CPs and low CU traits (CP−CU; n = 82) and a community control sample (CC; n = 27). We found no evidence that attachment-related stimulus ameliorated deficits in emotional responding. Rather, at a group level we found a consistent pattern of reduced responding across all independent measures of responsiveness for children with CP+CU compared to the CC group. Few differences were found between CP+CU and CP−CU groups. When independent measures were standardized and included in a regression model predicting to CU trait score, higher CU traits were associated with reduced emotional responding, demonstrating the importance of multimodal measurement of emotional responsiveness when investigating the impact of CU traits in young children.

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Section: Methodsmentioning

confidence: 96%

More than a feeling? An expanded investigation of emotional responsiveness in young children with conduct problems and callous-unemotional traits

et al. 2022

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“…The theory states that positive emotions, such as love, joy, and interest, enable broadening of the scopes of attention, cognition, and behaviour and building of enduring personal resources (Fredrickson et al, 2008). A few of the existing studies demonstrated the broadening effect of positive affect among young children, showing that positive affect was positively related to cognitive performance, self-regulation (Yates et al, 1981), and creativity (Blau & Klein, 2010;Stifter et al, 2020).…”

Section: Hedonic Approach To Well-beingmentioning

confidence: 99%

Children’s Well-Being

Vujčić¹,

Brajša‐Žganec²,

Lipovčan³

2022

Psihol. teme (Online)

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In the last decade, there was substantial growth in children’s well-being investigations, which made considerable progress in understanding the correlates, antecedents, and consequences of children’s well-being. In order to gain more insight into the current state-of-the-art in the field of children’s well-being, this paper aims to present an integrated overview of the recent scientific progress in this area of research. First, we elaborate on the main theoretical conceptualizations of children’s well-being, including hedonic and eudemonic approaches. Second, we explore the challenges of assessing children’s well-being, with a focus on different measurement approaches as well as the developmental aspects of assessing children’s well-being. Finally, we present patterns of findings on the associations between children’s well-being and basic demographic variables, as well as conclusions and implications for future research.

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“…Although few in number, the results are consistent with the broadening function of joy. In three different studies in which positive affect was induced, children were shown to have better cognitive performance (Blau & Klein, 2010;Rader & Hughes, 2005), creativity and problem solving (Greene & Noice, 1988), and self-regulation (Yates, Lippett, & Yates, 1981) following induction.…”

Section: Evidence For the Broadening Function Of Positive Emotions Inmentioning

confidence: 99%

The role of positive emotions in child development: A developmental treatment of the broaden and build theory

Stifter

Augustine

Dollar

2019

The Journal of Positive Psychology

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Historically, research on emotions in childhood has been dominated by studies on negative emotions. Consequently, little research has been conducted on the role of positive emotions. Recently, an alternative model of emotion proposed that positive emotions broaden thoughtaction patterns and build social, intellectual, and physical resources. In this paper, we review studies that examined the emotion of joy in child development and use the Broaden and Build Theory of Positive Emotions as a guide. It is well known that basic emotions are present at birth or emerge within the first two years of life. Thus, a new model of positive emotions would benefit from an understanding of their role in early life and how their broadening and building functions begin. It is our contention that results from past, and future, research on positive emotions will illustrate an important developmental foundation for a lifespan of social, intellectual and physical advantages.

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Elicited emotions and cognitive functioning in preschool children

Cited by 13 publications

References 31 publications

More than a feeling? An expanded investigation of emotional responsiveness in young children with conduct problems and callous-unemotional traits

More than a feeling? An expanded investigation of emotional responsiveness in young children with conduct problems and callous-unemotional traits

Children’s Well-Being

The role of positive emotions in child development: A developmental treatment of the broaden and build theory

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