Emotion understanding and cognitive abilities in young children

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Emotion understanding and cognitive abilities in young children. / von Salisch, Maria; Hänel, Martha; Freund, Philipp Alexander.
in: Learning and Individual Differences, Jahrgang 26, 08.2013, S. 15-19.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{56a3d347461745a780d0ff4b489ad76c,
title = "Emotion understanding and cognitive abilities in young children",
abstract = "In order to assess the unique contributions of non-verbal cognitive abilities and attention to young children's emotion understanding, a total of N=. 274 four-to-six-year-old children were tested individually. Hierarchical regression results suggest that the children's non-verbal reasoning abilities, their attention performance test scores, and their kindergarten teachers' attention ratings all predict their emotion understanding above and beyond their age and their receptive language skills. When the children's non-verbal cognitive ability was included as a predictor in the model, attention (in either performance or teacher rating) did not explain any additional variance in their emotion understanding. The discussion centers on relations between non-verbal cognitive abilities and emotion understanding.",
keywords = "Psychology, Attention, Early childhood, Emotion understanding, Language ability, Non-verbal intelligence",
author = "{von Salisch}, Maria and Martha H{\"a}nel and Freund, {Philipp Alexander}",
year = "2013",
month = aug,
doi = "10.1016/j.lindif.2013.04.001",
language = "English",
volume = "26",
pages = "15--19",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Netherlands : Elsevier Science",

}

RIS

TY - JOUR

T1 - Emotion understanding and cognitive abilities in young children

AU - von Salisch, Maria

AU - Hänel, Martha

AU - Freund, Philipp Alexander

PY - 2013/8

Y1 - 2013/8

N2 - In order to assess the unique contributions of non-verbal cognitive abilities and attention to young children's emotion understanding, a total of N=. 274 four-to-six-year-old children were tested individually. Hierarchical regression results suggest that the children's non-verbal reasoning abilities, their attention performance test scores, and their kindergarten teachers' attention ratings all predict their emotion understanding above and beyond their age and their receptive language skills. When the children's non-verbal cognitive ability was included as a predictor in the model, attention (in either performance or teacher rating) did not explain any additional variance in their emotion understanding. The discussion centers on relations between non-verbal cognitive abilities and emotion understanding.

AB - In order to assess the unique contributions of non-verbal cognitive abilities and attention to young children's emotion understanding, a total of N=. 274 four-to-six-year-old children were tested individually. Hierarchical regression results suggest that the children's non-verbal reasoning abilities, their attention performance test scores, and their kindergarten teachers' attention ratings all predict their emotion understanding above and beyond their age and their receptive language skills. When the children's non-verbal cognitive ability was included as a predictor in the model, attention (in either performance or teacher rating) did not explain any additional variance in their emotion understanding. The discussion centers on relations between non-verbal cognitive abilities and emotion understanding.

KW - Psychology

KW - Attention

KW - Early childhood

KW - Emotion understanding

KW - Language ability

KW - Non-verbal intelligence

UR - http://www.scopus.com/inward/record.url?scp=84878138463&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2013.04.001

DO - 10.1016/j.lindif.2013.04.001

M3 - Journal articles

VL - 26

SP - 15

EP - 19

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -

DOI