The Impact of Working Memory on the Development of Social Play in Japanese Preschool Children
Emotion Knowledge as a Mediator
Bibliographic Data
| ID | 15719086 |
|---|---|
| Authors | Hisayo Shimizu (0000-0002-2823-5798, Hiroshima University, corresponding author) |
| Year | 2023 |
| Volume | 10 |
| Issue | 3 |
| Pages | 524-524 |
| Publication date | 2023-03-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children10030524 |
| PMID | 36980082 |
| OpenAlex | W4323565222 |
| Language | EN |
| Citations received | 2 |
| References cited | 77 |
Through enriched play, children learn social-emotional skills necessary for academic achievement and interpersonal relationships with others. Further research is needed on how specific factors associated with social play, such as working memory and emotion knowledge, interact to promote it. Previous studies have examined the association of working memory and emotion knowledge with social play. However, there are no consistent results as to which abilities influence which skills first. Thus, the present study examines the impact of working memory on the development of social play and the role of emotion knowledge in the relationship between working memory and social play. Forty-seven Japanese preschoolers were tested on working memory, social play, and emotion knowledge. Regression analysis indicated that working memory was significantly related to social play. Furthermore, mediation analysis indicated that emotion recognition mediates the effects of working memory on social play. Working memory was found to contribute to social play by improving emotion recognition in children. These results indicate that the pathway from working memory to social play is mediated by emotion recognition and expands previous perspectives on the developmental mechanisms of emotion knowledge in children
Association (psychology · Childhood memory · Cognition · Cognitive psychology · Developmental psychology · Episodic memory · Interpersonal communication · Mediation · Social skills · Working memory · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development · Neuroscience · Psychology · Social Psychology
Social Cognition, Prosocial Behavior, and Emotion in Preschoolers
Emotional and Behavioral Predictors of Preschool Peer Ratings
Preschool peer interactions and readiness to learn
Social Withdrawal in Childhood
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory
Contributions of teacher–child relationships to positive school adjustment during elementary school
Learning Behaviors Mediate Associations between Parent-reported Peer Play Skills and Literacy and Mathematics Skills for Low-income Preschool Children
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
Imaginative Children in the Classroom
Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade
Fostering children’s social pretend play competence and social skills through play tutoring
Working Toward Cross-Cultural Adaptation
The Impact of Gross Motor Skills on the Development of Emotion Understanding in Children Aged 3–6 Years
Reducing Aggression by Developing Emotional and Inhibitory Control
The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers
Family Socioeconomic Status and Attention Deficit/Hyperactivity Disorder in Preschool Children
Differentiation in preschooler's categories of emotion
Emotion Situation Knowledge in Elementary School
Supporting the development of empathy
Longitudinal bidirectionality of emotion knowledge and inhibitory control in low‐income children using cross‐lagged panels
Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low‐income Preschoolers
Exploring and Assessing Nonsocial Play in the Preschool
The relations of children’s emotion knowledge to their observed social play and reticent/uninvolved behavior in preschool
Free play predicts self-regulation years later
The role of language in the association between theory of mind and executive functioning in early childhood
Engagement in social pretend play predicts preschoolers’ executive function gains across the school year
Peer rejection as antecedent of young children's school adjustment
A closer look at preschoolers' freely produced labels for facial expressions
A cognitive-social learning approach to social skill training with low-status preschool children
Interpersonal perception of young children
Friendship Jealousy in Young Adolescents
Sequences in the development of competent play with peers
The moderator–mediator variable distinction in social psychological research
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
The moderator-mediator variable distinction in social psychological research
Relative contributions of expressive behavior and contextual information to the judgment of the emotional state of another
Placing the face in context
Increasing verbal knowledge mediates development of multidimensional emotion representations
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |