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Original Articles

Longitudinal change and longitudinal stability of individual differences in children's emotion understanding

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Pages 1158-1174 | Published online: 09 Sep 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (24)

Aurélie Pasquier, Guillaume Ponthieu, Lola Papon, Vincent Bréjard & Nathalie Rezzi. (2022) Working on the identification and expression of emotions in primary schools for better oral production: an exploratory study of links between emotional and language skills. Education 3-13 50:8, pages 1107-1120.
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Mylène Michaud, Annie Roy-Charland, Jacques Richard, Alexandre Nazair & Mélanie Perron. (2021) The Role of Vocabulary Skills in a Storybook-Based Intervention to Stimulate Emotion Comprehension in Preschoolers. The Journal of Genetic Psychology 182:6, pages 471-487.
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Annie Roy-Charland, Sarah Lewis, Megan Pallister, Jacques Richard, Mylène Michaud & Mélanie Perron. (2021) The Use of Dyadic Reading in Stimulating the Comprehension of Emotions. The Journal of Genetic Psychology 182:2, pages 75-88.
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Ann-Kathrin Jaggy, Sonja Perren & Fabio Sticca. (2020) Assessing Preschool Children’s Social Pretend Play Competence: An Empirical Comparison of Three Different Assessment Methods. Early Education and Development 31:8, pages 1206-1223.
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A. N. Veraksa, M. N. Gavrilova & F. Pons. (2020) The impact of classroom quality on young children's emotion understanding. European Early Childhood Education Research Journal 28:5, pages 690-700.
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Valeria Cavioni, Ilaria Grazzani, Veronica Ornaghi, Alessandro Pepe & Francisco Pons. (2020) Assessing the Factor Structure and Measurement Invariance of the Test of Emotion Comprehension (TEC): A Large Cross-Sectional Study with Children Aged 3-10 Years. Journal of Cognition and Development 21:3, pages 406-424.
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Francisco Pons, Marta Giménez-Dasí, Marie-France Daniel, Emmanuèle Auriac-Slusarczyk, Nicoletta Businaro & Karine Viana. (2019) Impact of a low-cost classroom dialogue-based intervention on preschool children’s emotion understanding. European Early Childhood Education Research Journal 27:5, pages 630-646.
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Plousia Misailidi. (2018) Individual Differences in Children's Understanding of Guilt: Links with Theory of Mind. The Journal of Genetic Psychology 179:4, pages 219-229.
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Sophie Bennett, Hannah Larkin, Hannah Pincham, Sarah Carman & Pasco Fearon. (2018) Neural correlates of children’s emotion understanding. Developmental Neuropsychology 43:4, pages 329-344.
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Jamie L. Metsala, Tanya M. Galway, Galit Ishaik & Veronica E. Barton. (2017) Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child Neuropsychology 23:5, pages 609-629.
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Rachel Deboys, Sue Holttum & Karen Wright. (2017) Processes of change in school-based art therapy with children: A systematic qualitative study. International Journal of Art Therapy 22:3, pages 118-131.
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Marta Giménez-Dasí, Francisco Pons & Patrick K. Bender. (2016) Imaginary companions, theory of mind and emotion understanding in young children. European Early Childhood Education Research Journal 24:2, pages 186-197.
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Ada Cigala, Arianna Mori & Francesca Fangareggi. (2015) Learning others' point of view: perspective taking and prosocial behaviour in preschoolers. Early Child Development and Care 185:8, pages 1199-1215.
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Monica Buta, Dana Simona Leva & Laura Visu-Petra. (2015) Who Is the Tattletale? Linking Individual Differences in Socioemotional Competence and Anxiety to Tattling Behavior and Attitudes in Young Children. Early Education and Development 26:4, pages 496-519.
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Francisco Pons, Marc de Rosnay, Patrick K. Bender, Pierre-André Doudin, Paul L. Harris & Marta Giménez-Dasí. (2014) The Impact of Abuse and Learning Difficulties on Emotion Understanding in Late Childhood and Early Adolescence. The Journal of Genetic Psychology 175:4, pages 301-317.
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Laurie Kramer. (2014) Learning Emotional Understanding and Emotion Regulation Through Sibling Interaction. Early Education and Development 25:2, pages 160-184.
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Susanne Ayers Denham, Hideko Hamada Bassett, Erin Way, Melissa Mincic, Katherine Zinsser & Kelly Graling. (2012) Preschoolers’ emotion knowledge: Self-regulatory foundations, and predictions of early school success. Cognition and Emotion 26:4, pages 667-679.
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Marion O'Brien, Jennifer Miner Weaver, JackieA. Nelson, SusanD. Calkins, EstherM. Leerkes & Stuart Marcovitch. (2011) Longitudinal associations between children's understanding of emotions and theory of mind. Cognition and Emotion 25:6, pages 1074-1086.
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Veronica Ornaghi, Jens Brockmeier & Ilaria Grazzani Gavazzi. (2011) The Role of Language Games in Children's Understanding of Mental States: A Training Study. Journal of Cognition and Development 12:2, pages 239-259.
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Ottavia Albanese, Simona De Stasio, Carlo Di Chiacchio, Caterina Fiorilli & Francisco Pons. (2010) Emotion Comprehension: The Impact of Nonverbal Intelligence. The Journal of Genetic Psychology 171:2, pages 101-115.
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MiekeP. Ketelaars, Marjolijn van Weerdenburg, Ludo Verhoeven, JulianeM. Cuperus & Kino Jansonius. (2010) Dynamics of the Theory of Mind construct: A developmental perspective. European Journal of Developmental Psychology 7:1, pages 85-103.
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Penny Van Bergen, Karen Salmon, MarkR. Dadds & Jennifer Allen. (2009) The Effects of Mother Training in Emotion-Rich, Elaborative Reminiscing on Children's Shared Recall and Emotion Knowledge. Journal of Cognition and Development 10:3, pages 162-187.
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Annie Roy-Charland, Mylène Michaud, Stéphanie Rowe & Mélanie Perron. Understanding Children’s Accuracy in Recognizing Facial Expressions of Pain. The Journal of Genetic Psychology 0:0, pages 1-17.
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