A developmental sequence in the comprehension of emotions

Intensity, multiple emotions, and valence

Datos Bibliográficos

ID9788939
AutoresMaxine Gallander Wintre (York University, autor de correspondencia), Denise D Vallance
Año1994
Volumen30
Número4
Páginas509-514
Fecha de publicación1994-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.30.4.509
OpenAlexW2074250315
IdiomaEN
Citas recibidas12
Referencias citadas13

In individual interviews, 80 children from ages 4 to 8 years predicted which of 5 emotions they would feel, and how intensely, to 15 affect-laden situations. The results indicate that responses involve 3 dimensions of emotion cognition (intensity, multiplicity, and valence) that emerge in a developmental sequence. Four-year-olds predict experiencing one emotion of varying intensity to a situation (Level A). They also predict experiencing multiple emotions, but at maximum intensity and the same valence (Level B). By age 6, children predict experiencing multiple emotions of varying intensity but the same valence (Level C). Children around age 8 predict multiple emotions of varying intensity and opposite valence (Level D). The number of emotions experienced at one time and accuracy also increased with development

Cognition · Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Valence (chemistry · Child and Adolescent Psychosocial and Emotional Development · Child and Animal Learning Development · Cognitive Abilities and Testing · Early Childhood Education and Development · Ego Development and Educational Practices · Identity, Memory, and Therapy · Neuroscience · Psychology