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361.
Stefania Sette Hideko H. Bassett Emma Baumgartner Susanne A. Denham 《The Journal of genetic psychology》2013,174(5):330-347
The authors’ main goals were to examine whether the Affect Knowledge Test's (AKT) factor structure would be represented by a two-factor model (i.e., emotion recognition and situation knowledge) or by a one-factor model in Italian preschoolers (N = 164; M = 4.24 years, SD = 1.09 years). The concurrent validity of the AKT was further examined using measures of social competence. The findings replicated a model of emotion knowledge, with emotion recognition and situation knowledge as distinct but interrelated factors. Gender and age differences showed that older children and girls displayed higher scores in situation knowledge than younger children and boys. Additionally, our validity model of the AKT demonstrated that emotion recognition preceded situation knowledge, which in turn was positively related to children's sensitive or cooperative behaviors and negatively associated with anxious or withdrawn behaviors. Our results suggest that the use of the AKT may help the teachers to evaluate children's level on emotional knowledge that in turn might impact on children's positive social relationships within classroom in Italy. 相似文献
362.
Influential social-psychological models suggest that perceivers frequently use information-processing strategies that result in the stereotype-based construal and treatment of other people. To elucidate in greater detail when, why, and how social encounters elicit stereotyping, researchers have begun to incorporate neuroscientific tools into their repertoire of investigative methods. The current article reviews these studies and considers their significance in light of existing theories of person perception, knowledge representation, and impression formation. Finally, using the concrete example of stereotyping, benefits and pitfalls of adopting a social neuroscience approach are discussed. 相似文献
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Timothy W. Curby Chavaughn A. Brown Hideko Hamada Bassett Susanne A. Denham 《Infant and child development》2015,24(5):549-570
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social–emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social–emotional competence in preliteracy, the associations between various social–emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social–emotional competence and highlight its association with academic readiness. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
366.
Susanne Augst Thomas Kleinsorge Wilfried Kunde 《Cognitive, affective & behavioral neuroscience》2014,14(3):1009-1025
Emotion-laden stimuli can disturb information processing in an unrelated cognitive task. We investigated the possibilities and limitations for shielding from such disturbance. Participants performed a simple categorization task while being simultaneously exposed to negative, neutral, and positive pictures. Performance dropped with negative pictures, relative to positive and neutral stimuli. Unlike Stroop or Simon interference effects, this negativity-based disturbance did not reduce as a function of previous experience of disturbance (Exp. 1) or of announcement of such disturbance on a trial-by-trial basis (Exps. 2 and 3). We found hints of a reduction of negativity-based disturbance, however, when negative stimulation occurred with high list-wide probability (Exp. 4). These observations suggest that the control of negativity-based task disturbance might be possible in a sustained manner, but that it is severely limited when operating in a transient, moment-to-moment manner. 相似文献
367.
Susanne Beier Constanze Eib Verena Oehmann Peter Fiedler Klaus Fiedler 《Journal of applied social psychology》2014,44(1):46-59
The influence of judges' behaviors on procedural justice was analyzed in a field study, observing the judges' behaviors during n = 129 trials and assessing the defendants and the audiences' justice perceptions. The observed judicial behavior was unrelated to the defendants' justice perceptions. However, the more respectful the judge treated the defendants, the fairer the audience perceived the trial. In general, the effect size of the relationship between observational measures and subjective justice ratings was small in comparison to the relationship within defendants' or audiences' ratings. There were striking differences in the justice perception between the two data sources, namely defendants and audience. Thus, the source matters, and to avoid a same‐source bias, should be taken into account when analyzing justice perceptions. 相似文献
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Thompson RJ Mata J Jaeggi SM Buschkuehl M Jonides J Gotlib IH 《Emotion (Washington, D.C.)》2011,11(6):1489-1494
Theorists contend that emotional awareness is vital to being able to use emotional information adaptively. The extent to which individuals attend to and value their feelings, or attention to emotion, is a facet of emotional awareness. Little research, however, has examined whether attention to emotion affects the magnitude or intensity of emotional experiences. In the present study we examined the relations between attention to emotion and levels of affect in 53 healthy adults. Participants carried hand-held electronic devices for approximately 7 days and were randomly prompted eight times per day to answer a series of questions. At each prompt, participants reported attention to emotion, current negative affect (NA), and positive affect (PA). All findings presented were computed using multilevel modeling. Replicating findings obtained using trait-level measures, we found that attention to emotion was associated concurrently with higher levels of both NA and PA. We also found prospectively that attention to emotion at one prompt predicted a decrease in levels of NA, but no change in levels of PA, at the subsequent prompt. These findings suggest that emotional processes serve different functions over time and highlight the role of attention to emotion in affect regulation. (PsycINFO Database Record (c) 2011 APA, all rights reserved). 相似文献