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Growth in emotion understanding across early childhood: A cohort‐sequential model of firstborn children across the transition to siblinghood.

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Title: Growth in emotion understanding across early childhood: A cohort‐sequential model of firstborn children across the transition to siblinghood.
Authors: Tan, Lin (AUTHOR), Volling, Brenda L. (AUTHOR), Gonzalez, Richard (AUTHOR), LaBounty, Jennifer (AUTHOR), Rosenberg, Lauren (AUTHOR)
Source: Child Development. May2022, Vol. 93 Issue 3, pe299-e314. 16p. 4 Charts, 1 Graph.
Subjects: Early childhood social skills education, Personality & emotions, First-born children, Longitudinal method, Emotion recognition in children, Sequential analysis, Belief change, Verbal ability in children
Abstract: Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1‐, 2‐, and 3‐year‐olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false‐belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Growth in emotion understanding across early childhood: A cohort‐sequential model of firstborn children across the transition to siblinghood.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Tan%2C+Lin%22">Tan, Lin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Volling%2C+Brenda+L%2E%22">Volling, Brenda L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonzalez%2C+Richard%22">Gonzalez, Richard</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22LaBounty%2C+Jennifer%22">LaBounty, Jennifer</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rosenberg%2C+Lauren%22">Rosenberg, Lauren</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. May2022, Vol. 93 Issue 3, pe299-e314. 16p. 4 Charts, 1 Graph.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+social+skills+education%22">Early childhood social skills education</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+%26+emotions%22">Personality & emotions</searchLink><br /><searchLink fieldCode="DE" term="%22First-born+children%22">First-born children</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+recognition+in+children%22">Emotion recognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+analysis%22">Sequential analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Belief+change%22">Belief change</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+ability+in+children%22">Verbal ability in children</searchLink>
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  Data: Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1‐, 2‐, and 3‐year‐olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false‐belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/cdev.13729
    Languages:
      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: e299
    Subjects:
      – SubjectFull: Early childhood social skills education
        Type: general
      – SubjectFull: Personality & emotions
        Type: general
      – SubjectFull: First-born children
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Emotion recognition in children
        Type: general
      – SubjectFull: Sequential analysis
        Type: general
      – SubjectFull: Belief change
        Type: general
      – SubjectFull: Verbal ability in children
        Type: general
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      – TitleFull: Growth in emotion understanding across early childhood: A cohort‐sequential model of firstborn children across the transition to siblinghood.
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            NameFull: Tan, Lin
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            NameFull: Volling, Brenda L.
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            NameFull: Gonzalez, Richard
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            NameFull: LaBounty, Jennifer
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            – D: 01
              M: 05
              Text: May2022
              Type: published
              Y: 2022
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