The Effects of Explanatory Conversations on Children's Emotion Understanding

Autor/inn/en	Tenenbaum, Harriet R.; Alfieri, Louis; Brooks, Patricia J.; Dunne, Guler
Titel	The Effects of Explanatory Conversations on Children's Emotion Understanding
Quelle	In: British Journal of Developmental Psychology, 26 (2008) 2, S.249-263 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151007X231057
Schlagwörter	Control Groups; Speech Communication; Emotional Response; Pretests Posttests; Learning; Interpersonal Communication; Comparative Analysis; Emotional Intelligence; Children; Evaluation Methods + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Lernen; Interpersonale Kommunikation; Emotionale Intelligenz; Child; Kind; Kinder
Abstract	Ninety-three children ranging in age from 5 to 8 years (M = 82.46 months, SD = 13.20) participated in a training study designed to improve their emotion understanding. Children either explained (self-explanation condition) or listened to an experimenter who explained (experimenter-explanation condition) the causes of protagonists' hidden and ambivalent emotional reactions in nine different vignettes. Compared to a control group who listened to the vignettes and answered questions unrelated to emotions, children assigned to the self-explanation and experimenter-explanation conditions increased from pre- to post-test in their emotion understanding. The educational implications of explanatory conversations in facilitating children's emotion understanding and general learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10