Relationship between Social Cognition and Temperament in Preschool-Aged Children

Autor/inn/en	LaBounty, Jennifer; Bosse, Lindsey; Savicki, Stephanie; King, Jaline; Eisenstat, Sophie
Titel	Relationship between Social Cognition and Temperament in Preschool-Aged Children
Quelle	In: Infant and Child Development, 26 (2017) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1981
Schlagwörter	Preschool Children; Social Cognition; Personality; Theory of Mind; Emotional Intelligence; Perspective Taking; Parents; Correlation; Shyness; Attention; Inhibition; Executive Function + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Personalität; Emotionale Intelligenz; Zukunftsperspektive; Eltern; Korrelation; Schüchternheit; Aufmerksamkeit; Hemmung
Abstract	The purpose of this research was to investigate the relationship between temperament and social cognition, including theory of mind and emotion understanding, in 34 preschool-aged children (aged 3-4 years). Theory of mind was measured with a belief-desire reasoning assessment, and emotion understanding was measured with an affective perspective-taking task. Child temperament was provided by online parent report. Consistent with previous research, theory of mind correlated with shy and socially observant temperament. In contrast, emotion understanding was associated with attention focusing and low intensity pleasure (enjoyment of low arousal activities). Both theory of mind and emotion understanding were positively related to inhibitory control and negatively related to activity level. In sum, theory of mind and emotion understanding, while both associated with executive functioning, correlate with distinct social preference temperament dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01