Current Search: Emotions in children (x)
View All Items
- Title
- Socio-emotional regulation and physiological regulation in preschoolers during emotionally-evocative stories.
- Creator
- Marsh, Kathryn L., Jones, Nancy Aaron, Mize, Krystal D., Graduate College
- Date Issued
- 2013-04-12
- PURL
- http://purl.flvc.org/fcla/dt/3361946
- Subject Headings
- Empathy in children, Emotions
- Format
- Document (PDF)
- Title
- DEPRESSIVE SYMPTOMS & EXPRESSING EMOTIONS: EMOTIONAL EXPRESSIVENESS IN CHILDREN WITH PARENTS WHO EXPERIENCE DEPRESSIVE SYMTPOMS.
- Creator
- Salley, Jenna, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Children learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories...
Show moreChildren learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories to their child, one positively and one negatively valanced. This study looked at the parent-child dyadic interaction, as well as behavioral patterns of interactions in both children and parents. Parents’ depressive symptoms affected their ability to be expressive during emotionally valenced situations. Parent-child pairs also had less dyadic unity when depressive symptoms were prevalent. Depressive symptoms in the parent also led to the child expressing fewer relevant emotions and having lower comprehension of emotions. The findings suggest that depressive symptoms in the parents, even at a subclinical level, not only affect the parents’ emotional expressivity but also leads to weaker emotional processing skills in their preschoolers.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014113
- Subject Headings
- Depression, Emotions, Parent and child, Emotions in children
- Format
- Document (PDF)
- Title
- Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism Study.
- Creator
- Shanok, Nathaniel, Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Studies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on...
Show moreStudies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on this revised task, and also compared their resting-state brain activity using electroencephalogram (EEG) measurements. As hypothesized, the TD group had significantly higher overall emotion recognition percent scores. In addition, there was a significant interaction effect of group by familiarity, with the ASD group recognizing emotional expressions significantly better in familiar faces than in unfamiliar ones. This finding may be related to the preference of children with autism for people and situations which they are accustomed to. TD children did not demonstrate this pattern, as their recognition scores were approximately the same for familiar faces and unfamiliar ones. No significant group differences existed for EEG alpha power or EEG alpha asymmetry in frontal, central, temporal, parietal, or occipital brain regions. Also, neither of these EEG measurements were strongly correlated with the group FER performances. Further evidence is needed to assess the association between neurophysiological measurements and behavioral symptoms of ASD. The behavioral results of this study provide preliminary evidence that an FER task featuring both familiar and unfamiliar expressions produces a more optimal assessment of emotion recognition ability.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004908, http://purl.flvc.org/fau/fd/FA00004908
- Subject Headings
- Emotions in children., Social skills in children., Nonverbal communication., Pattern recognition systems., Face perception.
- Format
- Document (PDF)
- Title
- Academic task avoidance and achievement as predictors of peer status during the early primary school years.
- Creator
- Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
- Subject Headings
- Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
- Format
- Document (PDF)
- Title
- FACIAL EMOTION RECOGNITION ABILITY IN CHILDREN WITH AUTISM SPECTRUM DISORDERS.
- Creator
- Brooks, Katy, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
The present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to...
Show moreThe present study aimed to gain a better understanding of the emotion processing abilities of children between the ages of 4 and 8 with ASD by examining their ability to correctly recognize dynamic displays of emotion. Additionally, we examined whether children with ASD showed emotion specific differences in their ability to accurately identify anger, happiness, sadness, and fear. Participants viewed a continuous display of neutral faces morphing into expressions of emotion. We aimed to measure observed power and asymmetry using EEG data in order to understand the neural activity that underlies the social aspects of ASD. Participants with ASD showed slower processing speed and decreased emotion sensitivity. On tasks that involved the recognition of expressions on the participants’ mothers’ faces, differences were less apparent. These results suggest that children with ASD are capable of recognizing facial displays of emotion after repeated exposure, this should be explored further in future research.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013463
- Subject Headings
- Children with autism spectrum disorders, Emotion recognition in children, Facial expression
- Format
- Document (PDF)
- Title
- Facial Expression Computer Interaction System for Children with Asperger's Syndrome.
- Creator
- Amador, Francisco Javier, Huang, Shihong, Florida Atlantic University
- Abstract/Description
-
People with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human...
Show morePeople with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human head, an avatar, to interact with the children while displaying various emotions and using games to increase the children's eye contact. The unique properties of the avatar utilized allow for a comprehensive coverage of the children's attention spectrum to maximize their learning potential. Knowing that about 17% of Autism Spectrum Disorders belong to the Asperger's Syndrome subclass, the positive impact of this application on their life would be of great importance for their families and the community.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/fau/fd/FA00012503
- Subject Headings
- Autism spectrum disorders--Treatment--Technological innovations, Optical pattern recognition, Interpersonal communication in children, Emotions in children, Exceptional children--Psychology, Social skills in children
- Format
- Document (PDF)
- Title
- EEG in preschool children and the development of empathy.
- Creator
- Almeida, Amanda N., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Empathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a...
Show moreEmpathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a key factor in children's negative emotional responding. We used EEG to measure individual differences in children's empathic emotional responding, as well as parental interaction and its impact on empathy and prosocial development. Results show that children rated as being more sociable are more likely to show outward expressions of empathy. Also, those with greater right frontal asymmetry are more likely to assist others in a prosocial manner.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/228771
- Subject Headings
- Emotions in children, Parent and child, Developmental psychology, Socialization, Psychological aspects, Child development, Helping behavior in children
- Format
- Document (PDF)
- Title
- Stress Reactivity in Children Following an Academic Stressor: Associations and Interactions with Intrapersonal Characteristics.
- Creator
- Corbett, Maria L., Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Previous research has shown that the intrapersonal characteristics (e.g., temperament) of children are associated closely with alterations in the functioning of the hypothalamic-pituitary–adrenal (HPA) stress axis. However, consistently capturing direct associations between these characteristics and stress reactivity of the HPA axis has, at times, yielded disparate findings. Thus, using the Rothbart model of temperament (Rothbart & Derryberry, 1981) as a guide, the main goal of this project...
Show morePrevious research has shown that the intrapersonal characteristics (e.g., temperament) of children are associated closely with alterations in the functioning of the hypothalamic-pituitary–adrenal (HPA) stress axis. However, consistently capturing direct associations between these characteristics and stress reactivity of the HPA axis has, at times, yielded disparate findings. Thus, using the Rothbart model of temperament (Rothbart & Derryberry, 1981) as a guide, the main goal of this project was to investigate and identify intrapersonal characteristics that moderate associations between other intrapersonal characteristics of the child and stress reactivity during development (e.g., trait by trait interactions). Additionally, study variables were assessed for meaningful associations and, on average differences between those who responded to the stressor paradigm and those who did not. A sample of 45 male and 37 female students (n=82, M= 9.66 yrs.) from six, fourth and fifth grade classes partook in a mathematically based stressor paradigm administered in the classroom. Salivary cortisol and behavior measures were collected in two waves over a 7-week period. Several significant results emerged. Overall, children who responded to the stressor paradigm had significantly higher levels of traits associated with a more inhibited behavioral style. Further, several meaningful interactions surfaced in which intrapersonal characteristics of various categories, including reactive, regulatory, and ambiguous, interacted with one another to predict stress reactivity. Of note, the majority of the interactions involved self-regulation and surgency. These two intrapersonal characteristics interacted with several others, helping to elucidate the unique influences of these intrapersonal characteristics on each other and, subsequently, stress reactivity of the HPA axis. These results illustrate that interactions between multiple intrapersonal characteristics should be taken into consideration in the future when studying the relationships between intrapersonal characteristics and stress reactivity of the HPA axis.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004824, http://purl.flvc.org/fau/fd/FA00004824
- Subject Headings
- Stress (Psychology), Stress management., Temperament in children., Emotions--Psychological aspects., Mood (Psychology)--Physiological aspects.
- Format
- Document (PDF)
- Title
- Behavioral Expressions of Jealousy Across the First Two Years of Life: Associations with EEG Asymmetry, Cortisol Reactivity and Attachment Security.
- Creator
- Platt, Melannie, Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Jealousy is understood as a system of physiological, behavioral, and emotional responses, yet few studies have examined these aspects of jealousy simultaneously in infants. Further, jealousy paradigms have not been examined as a potential stressor in infancy and thus typical cortisol reactivity and regulation patterns in response to jealousy paradigms have not been observed. In addition, the contribution of attachment security to infant expressions of jealousy has been vastly understudied....
Show moreJealousy is understood as a system of physiological, behavioral, and emotional responses, yet few studies have examined these aspects of jealousy simultaneously in infants. Further, jealousy paradigms have not been examined as a potential stressor in infancy and thus typical cortisol reactivity and regulation patterns in response to jealousy paradigms have not been observed. In addition, the contribution of attachment security to infant expressions of jealousy has been vastly understudied. The present study seeks to fill the current gaps in the infant jealousy literature by investigating quantitative and qualitative changes in infant jealousy across the first two years of life. Data was collected longitudinally and mother- infant dyads were asked to participate when infants were 12- months and 24-months of age. Associations between behavioral jealousy responses, baseline EEG activity, stress reactivity and attachment security were examined. Differences in approach behaviors and behavioral arousal were found across conditions and were consistent with previous studies (Hart & Carrington, 2002; Mize & Jones, 2012). Findings relating to EEG activity pointed to a relationship between left EEG asymmetry and global approach behaviors across time. Cortisol reactivity was found to be associated with attachment security but reactive cortisol concentrations compared to baseline cortisol concentrations do not indicate that the paradigm was an effective stressor. Attachment security was found to be associated with proximity behaviors in 12- month olds but not 24-month olds. Finally, a linear regression revealed that attachment security, EEG asymmetry, and cortisol reactivity at 12-months are significant predictors of behavioral jealousy responses at 24-months. Changes in behavioral and physiological measures across time indicate that jealousy continues to develop during the second year of life but may have different underlying processes than the processes that contribute to jealousy expression in 12-month-olds.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004889, http://purl.flvc.org/fau/fd/FA00004889
- Subject Headings
- Mood (Psychology)--Physiological aspects., Emotions--Physiological aspects., Emotions in infants., Attachment behavior in infants., Attachment behavior in children., Jealousy in children., Child psychology., Child rearing., Sibling rivalry.
- Format
- Document (PDF)
- Title
- DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
- Creator
- Rody, Carlotta A., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362580
- Subject Headings
- Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
- Format
- Document (PDF)
- Title
- The development of jealousy.
- Creator
- Blau, Alexis K., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Jealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like...
Show moreJealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like behaviors. During jealousy evocation conditions, infants demonstrate negative emotions such as protesting or crying, diminished distancing, and heightened gaze toward their mother during maternal inattention. Approach/withdrawal behaviors and electroencephalography (EEG) activation were studied in the context of an infant jealousy paradigm. In this investigation, 45 mother-infants dyads were exposed to a social versus non-social condition during maternal inattention. During the social condition, infants demonstrated increased approach-style gaze and reach and negative affect. EEG was collected during all conditions on a subsample of 15 infants and in agreement with adult jealousy literature (Harmon-Jones, Peterson, & Harris, 2009), infants displayed left midfrontal EEG asymmetry, and displayed more approach motivations during the social doll condition indicative of jealousy approach motivations.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2953203
- Subject Headings
- Jealousy, Psychological aspects, Emotions and cognition, Parent and infant, Behavioral assessment of infants, Social perception in children
- Format
- Document (PDF)
- Title
- Developing mechanisms of self-regulation: an integrative perspective.
- Creator
- Kadin-Pessoa, Aviva R., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Parents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development...
Show moreParents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development of voluntary attention. More specifically, the results suggest that parental awareness, assessed utilizing their perceptions of attentive temperament is an important factor in predicting their own behavior and the developmental outcomes of their children.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2705084
- Subject Headings
- Parent and child, Attachment behavior in childhood, Family, Psychological aspects, Emotions and cognition, Cognition in children, Human information processing, Attribution (Social psychology)
- Format
- Document (PDF)