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https://hdl.handle.net/1822/53908
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Campo DC | Valor | Idioma |
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dc.contributor.author | Martins, Eva Costa | por |
dc.contributor.author | Osório, Ana Alexandra Caldas | por |
dc.contributor.author | Veríssimo, Manuela | por |
dc.contributor.author | Martins, C. | por |
dc.date.accessioned | 2018-04-04T13:26:16Z | - |
dc.date.issued | 2016-01 | - |
dc.identifier.issn | 0165-0254 | por |
dc.identifier.uri | https://hdl.handle.net/1822/53908 | - |
dc.description.abstract | This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 41/2 years (52% boys) was collected in two laboratory visits. Emotion understanding was assessed using the Emotion Recognition Questionnaire, inhibitory control using the Head-Toes-Knees-Shoulders task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated using the WPPSI-R, language using the Peabody Picture Vocabulary Test - Revised; and ToM using six standardized tasks. Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers' age, and children's IQ, language ability, and ToM. Mothers' age and children's language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children's understanding of situational causes of emotion. Therefore studying EFs as correlates of emotion understanding is an important focus of future research. | por |
dc.description.sponsorship | This research was supported by Grant COMPETE: FCOMP-01-0124-FEDER-015504 from FCT (Fundação para a Ciência e Tecnologia) and the European Regional Development Fund (FEDER) through the European program COMPETE (Operational Programme for Competitiveness Factors) under the National Strategic Reference Framework (QREN) attributed to the research project titled "Children's socio-emotional-cognitive school readiness: A longitudinal approach to its developmental course during preschool years'' (PTDC/PSI-EDD/114527/2009). | por |
dc.language.iso | eng | por |
dc.publisher | SAGE Publications | por |
dc.relation | info:eu-repo/grantAgreement/FCT/5876-PPCDTI/114527/PT | por |
dc.rights | closedAccess | por |
dc.subject | Emotion understanding | por |
dc.subject | Executive functions | por |
dc.subject | Inhibitory control | por |
dc.subject | IQ | por |
dc.subject | Language | por |
dc.subject | Preschool | por |
dc.subject | Set shifting | por |
dc.subject | ToM | por |
dc.title | Emotion understanding in preschool children: the role of executive functions | por |
dc.type | article | - |
dc.peerreviewed | yes | por |
oaire.citationStartPage | 1 | por |
oaire.citationEndPage | 10 | por |
oaire.citationIssue | 1 | por |
oaire.citationVolume | 40 | por |
dc.date.updated | 2018-04-04T10:31:25Z | - |
dc.identifier.eissn | 1464-0651 | por |
dc.identifier.doi | 10.1177/0165025414556096 | por |
dc.description.publicationversion | info:eu-repo/semantics/publishedVersion | por |
dc.subject.wos | Social Sciences | - |
sdum.export.identifier | 4990 | - |
sdum.journal | International Journal of Behavioral Development | por |
Aparece nas coleções: | CIPsi - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Martins, Osório, Veríssimo, & Martins (2014).pdf Acesso restrito! | 214,18 kB | Adobe PDF | Ver/Abrir |