The Development of the Language of Emotions

Lewis, William C.; Wolman, Richard N.; King, Muriel

doi:10.1176/ajp.127.11.1491

Cited by 16 publications

(8 citation statements)

References 5 publications

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“…Evidence from Buckalew and Bell (1985) provides some support for this, their findings indicated that children more often draw a happy compared to a sad face. Furthermore, children's experiences of anger and sadness were explored through a series of studies by Lewis, Wolman and King (1971, 1972a, 1972b which showed that for sadness children tended to increase their avoidance responses with age, conversely for anger children actually increased their coping strategies and decreased their avoidance responses. Although this research did not refer directly to drawing, we might hypothesize that this behavior could be reflected in children's drawings.…”

Section: Discussionmentioning

confidence: 99%

An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools.

Rose

Jolley

Charman

2012

Psychology of Aesthetics, Creativity, and the Arts

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Little is known about how children's drawing ability may vary between different educational approaches. This study investigated the expressive and representational drawing ability of British National Curriculum, Steiner, and Montessori pupils aged 5 to 9 years old. Ability was measured from performance on specified drawing tasks. One hundred and 35 children participated, 45 from each educational establishment consisting of 15 from each of the three age groups, 5-, 7-and 9-year-olds. Participants completed three expressive drawings (depicting a happy, sad, and angry mtxxl) and three representational drawings (observational drawing of a wooden mannequin, a house from memory and a free drawing). Results indicated that for expressive drawings Steiner pupils generally depicted more content themes, used formal properties more expressively, and produced higher quality expressive drawings than Montessori and National Curriculum pupils. Where there were differences between National Curriculum and Montessori pupils the Montessori children tended to do better than the National Curriculum pupils on these measures. Although representational drawing development varied in younger Steiner pupils compared to their National Curriculum and Montessori peers, no differences were observed among the oldest children attending the three schools. The positive relationship between expressive and representational drawing performance was the strongest in Steiner pupils. The results suggest the art program in Steiner education is more conducive to nurturing expressive drawing ability than those delivered in Montessori and National Curriculum education, with seemingly no disadvantage in representational drawing ability in the primary school years.

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Section: Discussionmentioning

confidence: 99%

An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools.

Rose

Jolley

Charman

2012

Psychology of Aesthetics, Creativity, and the Arts

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“…Borke (1971Borke ( , 1973 found that children up to age 8 had difficulty matching sadness and anger to the appropriate emotionally charged situations, although children as young as age 3 had no difficulty identifying "happy-making" situations. Lewis, Wolman, and King (1971, 1972a, 1972b were concerned with how children said they would deal with certain emotions presented hypothetically when given a choice between coping, mastery, flight, or avoidance as resolution styles. For the emotion of anger, there was a tendency for children to increase their coping or mastery responses with age and decrease their avoidance responses.…”

mentioning

confidence: 99%

Keeping one's distance from sadness: Children's self-reports of emotional experience.

Glasberg¹,

Aboud²

1982

Developmental Psychology

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Various investigators have found that children's understanding of sadness and anger changes dramatically over the course of childhood. Researchers have found, for example, that sadness does not have the same self-deprecatory flavor for younger children as it does for older children. The focus of the present study is on whether the actual experience of sadness changes within the course of childhood. Five-and 7-year-old children were questioned regarding the frequency and quality of their feelings of sadness. Experiment 2 paid particular attention to whether children incorporated this emotion into their character. Younger children were found to deny sad experiences more than older children did and were less likely to see sadness as part of their emotional disposition. These results are discussed in terms of how the experience of sadness may change over the course of development.

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“…Throughout human development anger is a response to being hurt (Anderson, 1978;Gordon, 1974;Lewis, Wolman, & King, 1971;Schlehofer, 1978;Tyrrell, Hanock, & Johns, 1977). With the growth of new cognitive and affective capacities at each stage of development, however, the child is able to perceive additional causes of anger and exercise a larger repertoire of responses.…”

Section: The Development Of Angermentioning

confidence: 99%

Developing Healthy Responses to Anger: The Counselor's Role

Alschuler

1984

Jour of Counseling & Develop

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The Development of the Language of Emotions

Cited by 16 publications

References 5 publications

An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools.

An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools.

Keeping one's distance from sadness: Children's self-reports of emotional experience.

Developing Healthy Responses to Anger: The Counselor's Role

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