Mark Meerum Terwogt
Biographic Data
| ID | 1740693 |
|---|---|
| NAME | Mark Meerum Terwogt |
| GIVEN NAMES | Mark Meerum |
| FAMILY NAME | Terwogt |
| SIGNATURE | TERWOGT M M |
| AFFILIATIONS | Vrije Universiteit Amsterdam |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 5 |
Emotional competence in children with autism
My peers, my friend, and I
Emotion regulation and its effects on mood improvement in response to an in vivo peer rejection challenge
This study examined children's spontaneous use of behavioral emotion regulation (ER) strategies and their effects on subsequent mood change in response to an in vivo peer rejection manipulation. Participants (N = 186), ranging between 10 and 13 years of age, played a computer game based on the television show Survivor and were randomized to either peer rejection (being voted out of the game) or nonrejection control. In response to rejection, more…
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Somatic complaints and health care use in children
Deaf Children's Use of Beliefs and Desires in Negotiation
Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, because situations that require negotiation provide a natur…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Colors and Emotions
Within three age groups (7-year-old children, 11-year-old children, and adults), preferences for colors and emotions were established by means of two distinct paired-comparison tasks. In a subsequent task, participants were asked to link colors to emotions by selecting an appropriate color. It was hypothesized that the number of times that each color was tied to a specific emotion would be predictable from the separate preferences for colors and …
Positive and Negative Mood Effects in Children
This study was designed to investigate positive and negative mood effects in children of different ages (younger children: n = 90, mean age 7 years 3 months; older children: n = 92, mean age 11 years 3 months). Children were asked to evaluate schematic drawings and photographs of ambiguous facial expressions after a happy, a sad, or a neutral mood induction had taken place by means of a mental imagery procedure. In both age groups, mood effects p…
Common beliefs about the heredity of human characteristics
Three groups of adult subjects indicated the extent to which they thought a number of human characteristics were affected by environmental as opposed to heredity factors. Regression analyses demonstrated a curvilinear relationship between belief in the influence of heredity and age (the weakest beliefs in heredity were found in subjects around the age of 25) and a negative linear relationship with education (low levels of education corresponded t…
Children's Behavioural Reactions in Situations with a Dual Emotional Impact
Six-yr.-old children d o not think it possible to feel more than one emotion simultaneously. Ten-yr.-olds, o n the other hand, have no difficulty acknowledging the existence of such (conflicting) emotions (Meerum Terwogt, Koops, Oosterhoff, 6: Olthof, 1986; Olthof, Meerum Terwogt, van Eck, & Koops, 1987). By studying the consequences of conflicting stimuli on actual behaviour, an attempt was made to establish whether the opinion of 6-yr.-olds ref…
The early acquisition of spatial adjectives
In two experiments, the early acquisition of spatial adjectives is examined. In Experiment 1, 3- to 4-year-old and 4- to 5-year-old English children were tested for their comprehension of big, tall and long . In general, comprehension of all three adjectives improved with age, but in confirmation of Maratsos (1973) there was a sharp increase with age in one particular type of error: when asked to select the bigger of two objects, older children f…
Development in Processing of Multiple Emotional Situations
Two age groups of children (6- and 10-year-olds) were told stories that could lead to a simultaneous experience of two different emotions. In half of these situations both of the impulses were negative; in the other half, one was positive and the other negative. The 6-year-olds were inclined to ignore one of the two emotion impulses, especially when the two emotions were of opposite kinds. Children's simultaneous experience of more than two emoti…
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Somatic complaints and health care use in children
Colors and Emotions
Within three age groups (7-year-old children, 11-year-old children, and adults), preferences for colors and emotions were established by means of two distinct paired-comparison tasks. In a subsequent task, participants were asked to link colors to emotions by selecting an appropriate color. It was hypothesized that the number of times that each color was tied to a specific emotion would be predictable from the separate preferences for colors and …
My peers, my friend, and I
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Positive and Negative Mood Effects in Children
This study was designed to investigate positive and negative mood effects in children of different ages (younger children: n = 90, mean age 7 years 3 months; older children: n = 92, mean age 11 years 3 months). Children were asked to evaluate schematic drawings and photographs of ambiguous facial expressions after a happy, a sad, or a neutral mood induction had taken place by means of a mental imagery procedure. In both age groups, mood effects p…
Development in Processing of Multiple Emotional Situations
Two age groups of children (6- and 10-year-olds) were told stories that could lead to a simultaneous experience of two different emotions. In half of these situations both of the impulses were negative; in the other half, one was positive and the other negative. The 6-year-olds were inclined to ignore one of the two emotion impulses, especially when the two emotions were of opposite kinds. Children's simultaneous experience of more than two emoti…
The early acquisition of spatial adjectives
In two experiments, the early acquisition of spatial adjectives is examined. In Experiment 1, 3- to 4-year-old and 4- to 5-year-old English children were tested for their comprehension of big, tall and long . In general, comprehension of all three adjectives improved with age, but in confirmation of Maratsos (1973) there was a sharp increase with age in one particular type of error: when asked to select the bigger of two objects, older children f…
Development in Processing of Multiple Emotional Situations
Two age groups of children (6- and 10-year-olds) were told stories that could lead to a simultaneous experience of two different emotions. In half of these situations both of the impulses were negative; in the other half, one was positive and the other negative. The 6-year-olds were inclined to ignore one of the two emotion impulses, especially when the two emotions were of opposite kinds. Children's simultaneous experience of more than two emoti…
Children's Behavioural Reactions in Situations with a Dual Emotional Impact
Six-yr.-old children d o not think it possible to feel more than one emotion simultaneously. Ten-yr.-olds, o n the other hand, have no difficulty acknowledging the existence of such (conflicting) emotions (Meerum Terwogt, Koops, Oosterhoff, 6: Olthof, 1986; Olthof, Meerum Terwogt, van Eck, & Koops, 1987). By studying the consequences of conflicting stimuli on actual behaviour, an attempt was made to establish whether the opinion of 6-yr.-olds ref…
Common beliefs about the heredity of human characteristics
Three groups of adult subjects indicated the extent to which they thought a number of human characteristics were affected by environmental as opposed to heredity factors. Regression analyses demonstrated a curvilinear relationship between belief in the influence of heredity and age (the weakest beliefs in heredity were found in subjects around the age of 25) and a negative linear relationship with education (low levels of education corresponded t…
Positive and Negative Mood Effects in Children
This study was designed to investigate positive and negative mood effects in children of different ages (younger children: n = 90, mean age 7 years 3 months; older children: n = 92, mean age 11 years 3 months). Children were asked to evaluate schematic drawings and photographs of ambiguous facial expressions after a happy, a sad, or a neutral mood induction had taken place by means of a mental imagery procedure. In both age groups, mood effects p…
Colors and Emotions
Within three age groups (7-year-old children, 11-year-old children, and adults), preferences for colors and emotions were established by means of two distinct paired-comparison tasks. In a subsequent task, participants were asked to link colors to emotions by selecting an appropriate color. It was hypothesized that the number of times that each color was tied to a specific emotion would be predictable from the separate preferences for colors and …
Bullying and Victimization Among School‐age Children
The main aim of the study relates to the links between bullying and victimization on the one hand and reactive and proactive aggression on the other. In addition, we also investigated stability and incidence of bullying and victimization. At age 7, 236 children were rated on bullying and victimization using peer reports. At age 8, 242 children were rated again. Two hundred and fifteen children (114 girls and 101 boys) were present at both time po…
Links between social information processing in middle childhood and involvement in bullying
The aim of this study was to investigate the way in which bullies, victims, bully/victims, and those not involved process social information. A peer nomination measure of bullying and victimization was administered twice over an interval of one year. The sample consisted of 236 (126 girls and 110 boys) children at the beginning of the study (T1) and 242 children one year later (T2) (mean age: 8 years). To test how children responded when provoked…
Deaf Children's Use of Beliefs and Desires in Negotiation
Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, because situations that require negotiation provide a natur…
Emotion regulation and its effects on mood improvement in response to an in vivo peer rejection challenge
This study examined children's spontaneous use of behavioral emotion regulation (ER) strategies and their effects on subsequent mood change in response to an in vivo peer rejection manipulation. Participants (N = 186), ranging between 10 and 13 years of age, played a computer game based on the television show Survivor and were randomized to either peer rejection (being voted out of the game) or nonrejection control. In response to rejection, more…
Popular and Rejected Children's Reasoning Regarding Negative Emotions in Social Situations
Two studies compared popular and rejected children's reasoning regarding social interactions involving negative emotions. The first study, with 23 rejected and 23 popular 10‐ to 11‐year‐olds, involved hypothetical social scenarios where a classmate ‘victim’ was likely to experience a negative emotion. Although popular and rejected children both recognized negative emotions and were equally likely to suggest helping behaviour to aid the victim, th…
Somatic complaints and health care use in children
Emotional competence in children with autism
My peers, my friend, and I
Psychology (14 works) · Developmental psychology (12 works) · Social Psychology (10 works) · Clinical Psychology (7 works) · Cognitive psychology (7 works) · Social Psychology (7 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Clinical Psychology (6 works) · Bullying, Victimization, and Aggression (5 works) · Psychiatry (5 works)