Journal of Child Psychology and Psychiatry · 1981 · 205 citations · 14 references
EducationBehavioral SciencesPsychologyChild DevelopmentDevelopmental PsychologyEmotional DevelopmentAffective DevelopmentEarly Childhood Emotional DevelopmentEmotion DevelopmentEmotion RegulationEmotional RegulationEmotional UnderstandingChild Emotion RegulationEmotion Concept AcquisitionEmotion Concept DevelopmentEmotion Knowledge DevelopmentEmotion Regulation In ChildrenEmotion Understanding DevelopmentEmotional Regulation In Childhood
SUMMARY Children of 6, 11 and 13 years were interviewed regarding their concept of emotion. Questions were posed about the cues and the accuracy with which emotion may be identified, the strategies by which both the display and the experience of emotion may be regulated, and the effects of emotion on other psychological processes The replies indicate a marked shift in the child's concept of emotion between 6 and 11 years, but no marked changes thereafter. The youngest children focus on publicly observable components of emotion–the eliciting situation and overt behavioural reactions—while the two older groups also consider the hidden mental aspect of emotion. This changing conception of emotion manifests itself in the children's replies to questions concerning the identification, the regulation and the effects of emotion.
14
Basic objects in natural categories
Eleanor Rosch, Carolyn Β. Mervis, Wayne D. Gray et al. · Cognitive Psychology · 1976 · 5.5K citations
Paul Ekman, Harriet Oster · Annual Review of Psychology · 1979 · 1.2K citations
Emotions—Their Parameters and Measurement
J C N · Psychosomatic Medicine · 1976 · 842 citations