Relevant bibliographies by topics / Emotional developmet

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional developmet'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Emotional developmet"

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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.

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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Meyer, Christine Sandra, Priska Hagmann-von Arx, and Alexander Grob. "Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK)." Diagnostica 55, no. 4 (October 2009): 234–44. http://dx.doi.org/10.1026/0012-1924.55.4.234.

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Zusammenfassung. Bisher fehlten geeignete Messinstrumente zur Erfassung sozial-emotionaler Fähigkeiten bei Kindern weitgehend. Zur Schliessung dieser Lücke in der Testdiagnostik wurde die Sozial-Emotionale Kompetenz Skala (IDS-SEK) der Intelligence and Development Scales (IDS) entwickelt. Sie umfasst die folgenden vier sozial-emotionalen Kompetenzdimensionen: 1. Emotionen Erkennen (EE), 2. Emotionen Regulieren (ER), 3. Soziale Situationen Verstehen (SV) und 4. Sozial Kompetent Handeln (SH). Die Skalenvalidität wurde in mehreren Studien mit insgesamt 839 Kindern aus der Schweiz im Alter von 5 bis 10 Jahren geprüft. Die Ergebnisse sprechen für die Kriteriums- und Konstruktvalidität. Vergleiche zwischen Kindern mit Asperger-Syndrom (N = 38) beziehungsweise aggressiver Verhaltensauffälligkeit (N = 57) und nach Alter, Geschlecht sowie Intelligenzquotienten gepaarten verhaltensunauffälligen Kindern belegen zudem die Differenzierungsfähigkeit der Skala. Die IDS-SEK eignet sich zur mehrdimensionalen Erfassung von Ressourcen und Defiziten im sozial-emotionalen Bereich. Sie kann als Basis für spezifische Förderung verwendet werden.
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Strayer, Janet, and William Roberts. "Facial and Verbal Measures of Children’s Emotions and Empathy." International Journal of Behavioral Development 20, no. 4 (May 1997): 627–49. http://dx.doi.org/10.1080/016502597385090.

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The relation between children’s emotional expressions and their reported experience of emotions is relevant to multicomponent models of both emotion and empathy development. Children ( N 73) in three age groups (5-, 9-, and 13-year-olds) participated in a study of their facial and verbal responses to emotionally evocative videotapes. Children were unobtrusively videotaped while they watched these stimuli, and their facial expressions were coded. Children were also interviewed to determine the emotions they attributed to stimulus persons and to themselves. There was significant but modest convergence between facial and verbal measures of emotion, an important finding given the paucity of independent research in this area. In addition, two nonconvergent indices of empathy derived from facial and verbal measures showed some functional similarities in their relations with other variables. On the basis of similar results from other laboratories, we argue that efforts to find converging measures of emotion and empathy should be redirected to study the semi-independent development of facial and verbal emotional responses to the same events.
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Mohd Anuardi, Muhammad Nur Adilin, and Atsuko K. Yamazaki. "Effect of emotionally toned Malay language sounds on the brain: a NIRS analysis." International Journal on Perceptive and Cognitive Computing 5, no. 1 (April 11, 2019): 1–7. http://dx.doi.org/10.31436/ijpcc.v5i1.72.

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Speech recognition features such as emotion have always been involved in human communication. With the recent developments in the communication methods, researchers have investigated artificial and emotional intelligence to improve communication. This has led to the emergence of affective computing, which deals with processing information pertaining to human emotions. This study aims to determine positive influence of language sounds containing emotion on brain function for improved communication. Twenty-seven college-age Japanese subjects with no prior exposure to the Malay language listened to emotionally toned and emotionally neutral sounds in the Malay language. Their brain activities were measured using near-infrared spectroscopy (NIRS) as they listened to the sounds. A comparison between different NIRS signals revealed that emotionally toned language sounds had a greater impact on brain areas associated with attention and emotion. On the contrary, emotionally neutral Malay sounds affected brain areas involved in working memory and language processing. These results suggest that emotionally-charged sounds initiate listeners’ attention and emotion recognition even when the listeners do not understand the language. The ability to interpret emotions presents challenges in computer systems and robotics; therefore, we hope that our results can be used for the development of computational models of emotion for autonomous robot research in the field of communication.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.

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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Hayward, Renae Maree, and Michelle Rae Tuckey. "Emotions in uniform: How nurses regulate emotion at work via emotional boundaries." Human Relations 64, no. 11 (November 2011): 1501–23. http://dx.doi.org/10.1177/0018726711419539.

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The management of emotions at work has been conceptualized in terms of its association with emotional inauthenticity and dissonance. In contrast, we integrate the idea of emotion regulation at work with basic strategic and adaptive functions of emotion, offering a new way of understanding how emotions can be harnessed for task achievement and personal development. Through a content analysis of interview data we examined how and why emotion regulation is carried out by employees, focusing on the in situ experiences of nurses. The manipulation of emotional boundaries, to create an emotional distance or connection with patients and their families, emerged as a nascent strategy to manage anticipated, evolving, and felt emotions. The emotional boundary perspective offers possibilities for knowledge development that are not rooted in assumptions about the authenticity of emotion or the professional self but that instead account for the dynamic, complex, multi-layered, and adaptive characteristics of emotion management.
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Walle, Eric A. "Developing Emotion Research: Insights From Emotional Development." Emotion Review 12, no. 4 (October 2020): 209–11. http://dx.doi.org/10.1177/1754073920956393.

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A full understanding of emotion necessitates the bridging of disciplinary perspectives and methodological approaches. This special section uses emotional development as a foil to illustrate how such a bridge may be constructed and how studying emotional development can benefit the field as a whole. In doing so, this collection of articles points to three key principles for the study of emotion, specifically that emotions are relational, flexible, and temporally dynamic.
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Koval, O. A. "Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence." Клиническая и специальная психология 9, no. 1 (2020): 142–68. http://dx.doi.org/10.17759/cpse.2020090108.

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The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.
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Mascolo, Michael. "Emotional Development: The View From Between." Emotion Review 12, no. 4 (October 2020): 233–34. http://dx.doi.org/10.1177/1754073920954919.

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It is an honor to be able to engage Ezequiel Di Paolo’s and David Sander’s reflections on relational conceptions of emotional development. In this reply, I elaborate on the role of emotion in the open-ended construction of self. Di Paolo suggests that emotions are “collectively constituted ways of regulating human becoming” (2020, p. 229); Sander (2020) maintains that as felt modes of engagement, emotions play a central role in processes related to teaching, learning, and education. These assertions are consistent with the idea that emotional experiences develop as a product of relations that occur between persons, and that the relational construction of emotion lies at the center of the developmental construction of personhood.
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Rahmani, Kamal, Juergen Gnoth, and Damien Mather. "A Psycholinguistic View of Tourists’ Emotional Experiences." Journal of Travel Research 58, no. 2 (January 23, 2018): 192–206. http://dx.doi.org/10.1177/0047287517753072.

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What is the emotional impact that destinations have on their tourists? We offer a psycholinguistic view of tourists’ emotional experiences, by applying a methodology that objectively reveals how destinations move tourists emotionally. Deconstructing tourists’ perceptual process, our study extracts affective reactions from destination experiences and investigates their impact on tourists’ interpretation as expressed in large samples of Web 2.0 blogs. We apply Corpus Linguistics to measure the content and weight of eight basic emotions contained in those reactions and how they influence tourists’ meaning-making in 10 destination countries. The findings first uncover these affective reactions, and secondly, how combinations of positive and negative emotions help construct meaning-making. The emotions of Anticipation and Trust are revealed as the fundamental drivers of tourism. The study contributes theoretically and empirically to emotion research as well as a new methodology to measure experiences. The results impact destination image, experience, motivation, and satisfaction research.
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Dissertations / Theses on the topic "Emotional developmet"

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Conradt, Travis W. "Children’s Suggestibility for a Happy, Sad, or Angry Event after a One-week Delay." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1320353844.

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Moore, Rebecca R. "Mothers' Responses to their Children's Negative Emotions and their Effects on Emotion Regulation." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19931.

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Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.
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Kralj, S. (Sara). "Cognitive-emotional interplay:implications for children’s development of self-aware emotion regulation as the last developmental phase of emotional intelligence." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042303.

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Cognitive and emotional developmental trajectories account for individual differences in children. Individual variations of emotional intelligence may be a result of various factors. For the purpose of this work children’s development of emotional intelligence is examined through individual developmental aspect related to development of cognition and emotion. The ability to be aware of own emotions and emotions of others and being able to regulate own emotions facilitates the highest developmental levels of emotional intelligence. Therefore this work employs emotional intelligence and self-aware emotion regulation as concepts of interchangeable meaning. The developmental courses of emotion and cognition are inter-related to an extent at which it is unrealistic to categorize them into separate developmental processes. This thesis focuses on multilevel interplay between emotion and cognition in the course of their development. The theories by LeDoux and Levental are integrated to provide a comprehensive theory of interplay between emotion and cognition in children’s development. While consensus exists about emotional and cognitive development exerting influence over enhancement of emotional intelligence, there is little evidence of how exactly the enhancement is enabled. The structural overview of the emotion-cognition interplay aims at filling the literature gap by recognizing processes which may account for the development of emotional intelligence in children. This thesis provides implications for the development of emotional intelligence by integrating the levels of emotional awareness model with model of emotional intelligence as an ability. Increasingly more complex mental representations of past events with emotional content enable advancement of emotional awareness. Therefore processing of emotional information shifts from implicit to explicit which enables employment of cognitive function when dealing with emotional information. As a result of acquired ability of reasoning about emotions child is not only aware of own emotions and emotions of others, but is also able to regulate own emotions according to specific social situations. Self-aware emotion regulation is thereof possible result of cognitive-emotional development and a facilitator for highest levels of emotional intelligence in children.
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Alexander, Errol D. Jr. "Examination of Emotional Intelligence and Transformational Leadership Profiles of Directors and Managers of Human Resources at Starwood Hotels and Resorts." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79730.

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The demand for excellent service in the hospitality industry is critical. This study evolved from the author's twenty-five years' experience within the hospitality industry where managing emotions is vital to quality customer service. This study addresses the existing literature gap of the relationship between emotional intelligence and transformational leadership. A purposeful sample of 37 human resource directors and managers within Starwood Hotels and Resorts completed Schutte's (2002) Assessing Emotional Intelligence Scale, Bass and Avolio's (2004) Multifactor Leadership Questionnaire and a demographic questionnaire. To explore the relationship of emotional intelligence and transformational leadership, the study focused on emotional intelligence and leadership competencies of transformational leadership—idealized influences, inspirational motivation, intellectual stimulation, individualized consideration. These competencies correlate closely with successful culture transformation, and the study demonstrated strong correlation. Data analyses resulted in observing a statistically significant relationship between pairs of scores to pairs of measures of leadership behaviors . The results support the research of Leban and Zulauf, 2004; Mandell and Pherwani, 2003; Sosik and Mergerian, 1999). A confluence of the data analysis and literature review of the constructs—emotional intelligence and transformative learning—yielded a preliminary conceptual model, The Transformational Leadership Pathway. The proposed conceptual model, providing a basis for future research, captures the hierarchy of transformational behaviors that may provide an instructive method to bring about culture change within service organizations. Four important recommendations for practice and research are included. One research recommendation is to replicate the study as global cross-cultural research to create better understanding of emotional intelligence and transformational leadership. Three recommendations for practice include: (a) a proposed competency model as an antecedent to transformational leadership that advances a leaders' competency in reading and interpreting social cues of followers, and adjusts behavior to align with the emotional needs of the follower, (b) adoption of ability based measures that may add to the selection process and contribute to the hiring of hospitality professionals in the workplace, and (c) consideration of replicating the study as global cross-cultural research to advance the construct of emotional intelligence contributing to transformational leadership. Additional recommendations for research and practice are included.
Ph. D.
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Stegall, Sheri Dawn. "Adolescent Emotional Development: Relations Among Shame- and Guilt-Proneness, Emotion Regulation, and Psychopathology." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/StegallSD2004.pdf.

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Hooper, Emma G. "Maternal Emotion Socialization and Children’s Emotional Development: Mechanisms in the Intergenerational Transmission of Depression." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500555391328828.

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Humrichouse, John Jeffrey. "The hierarchical structure of emotional expressivity: scale development and nomological implications." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/519.

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Integrating existing models of emotional expressivity, the 3-level hierarchical model contains a general factor of emotional expressivity vs. inexpressivity at the highest level; relatively independent factors of positive and negative expressivity at the second-order level; and discrete expressivity factors of sadness, hostility, guilt/shame, fear, joviality, confidence and amusement at the lowest level. The bottom-up analytic strategy consisted of identifying first the structure of the discrete affects; subsequent second-order factor analyses supported the existence of the higher order factors. The Iowa Scales of Emotional Expressivity (ISEE)--a hierarchical set of scales--systematically incorporate the level of abstraction of the items to assess each level of the hierarchy. Structural analyses replicated across college student (N = 387) and young adult (N = 344) samples with strong comparability coefficients. Striking differences existed in comparisons of the nomological relations of the general factor level vs. second-order level--Positive and Negative Expressivity demonstrated differential relations with Extraversion and Neuroticism and incremental predictive validity beyond Positive and Negative Affect, respectively. The ISEE demonstrated convergent and discriminant validity with existing scales and through multi-trait multi-method analyses of self-other agreement and test-retest data. Although test-retest correlations were less than optimal, the ISEE improve upon existing measures of emotional expressivity by extending the assessment to the discrete affect level and by creating Positive and Negative Expressivity scales with improved discriminant validity and clearer differential relations.
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Viljoen, Linda-Mari. "Die bevordering van sosiaal-emosionele ontwikkeling by die graad 1-leerder deur middel van 'n musiekondersteuningsprogram / Linda-Mari Viljoen." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1651.

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Cornew, Lauren A. "Emotion processing in the auditory modality the time course and development of emotional prosody recognition /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3330854.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed December 11, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Vetter, Nora C., Maximilian Pilhatsch, Sarah Weigelt, Stephan Ripke, and Michael N. Smolka. "Mid-adolescent neurocognitive development of ignoring and attending emotional stimuli." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-192460.

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Appropriate reactions toward emotional stimuli depend on the distribution of prefrontal attentional resources. In mid-adolescence, prefrontal top-down control systems are less engaged, while subcortical bottom-up emotional systems are more engaged. We used functional magnetic resonance imaging to follow the neural development of attentional distribution, i.e. attending versus ignoring emotional stimuli, in adolescence. 144 healthy adolescents were studied longitudinally at age 14 and 16 while performing a perceptual discrimination task. Participants viewed two pairs of stimuli – one emotional, one abstract – and reported on one pair whether the items were the same or different, while ignoring the other pair. Hence, two experimental conditions were created: "attending emotion/ignoring abstract" and "ignoring emotion/attending abstract". Emotional valence varied between negative, positive, and neutral. Across conditions, reaction times and error rates decreased and activation in the anterior cingulate and inferior frontal gyrus increased from age 14 to 16. In contrast, subcortical regions showed no developmental effect. Activation of the anterior insula increased across ages for attending positive and ignoring negative emotions. Results suggest an ongoing development of prefrontal top-down resources elicited by emotional attention from age 14 to 16 while activity of subcortical regions representing bottom-up processing remains stable.
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Books on the topic "Emotional developmet"

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The emotional development of young children: Building an emotion-centered curriculum. New York: Teachers College Press, 1994.

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The emotional development of young children: Building an emotion-centered curriculum. 2nd ed. New York: Teachers College Press, 2004.

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Development of emotions and emotion regulation: An internalization model. New York: Springer Science, 2006.

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Social and emotional development. Ypsilanti, Michigan: HighScope Press, 2012.

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Hakim-Larson, Julie. Emotional Development and Families. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-35014-5.

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LoBue, Vanessa, Koraly Pérez-Edgar, and Kristin A. Buss, eds. Handbook of Emotional Development. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17332-6.

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Fukuda, Shuichi. Emotional Engineering: Service Development. London: Springer-Verlag London Limited, 2011.

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Steel, Lindsay. Listening for a change: Emotional development and emotional intelligence. Horsham: YSP Ltd, 2000.

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The development of emotional intelligence: A case study. Hove: Routledge, 2012.

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Mascolo, Michael F., and Sharon Griffin, eds. What Develops in Emotional Development? Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1939-7.

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Book chapters on the topic "Emotional developmet"

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Ackerman, Brian P., Jo Ann A. Abe, and Carroll E. Izard. "Differential Emotions Theory and Emotional Development." In What Develops in Emotional Development?, 85–106. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1939-7_4.

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Ludlow, Amanda, and Roberto Gutierrez. "Emotional Development." In Developmental Psychology, 92–112. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_7.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Emotional Development." In How Children Develop, 383–424. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_10.

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Howe, David. "Emotional Development." In The Emotionally Intelligent Social Worker, 44–69. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-36521-6_4.

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Hopper, Linda. "Emotional Development." In Counselling and Psychotherapy with Children and Adolescents, 12–38. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05550-7_2.

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Robinson, Oliver. "Emotional Development." In Development Through Adulthood, 79–104. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29121-9_4.

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Strannegård, Claes, Simone Cirillo, and Johan Wessberg. "Emotional Concept Development." In Artificial General Intelligence, 362–72. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21365-1_37.

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Quatman, Teri. "Primitive emotional development." In Accessing the Clinical Genius of Winnicott, 24–50. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003015819-2.

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Weymouth, Lindsay, and Tasha R. Howe. "Emotional Abuse." In Encyclopedia of Child Behavior and Development, 566–67. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_984.

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Anastassiou-Hadjicharalambous, Xenia, and Nikos Georgiou. "Emotional Disturbance." In Encyclopedia of Child Behavior and Development, 569–73. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_988.

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Conference papers on the topic "Emotional developmet"

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Lu, Weihua, and Jean-François Petiot. "Toward an Affective Design of Products." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82486.

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The measurement and understanding of user emotions elicited by product appearance are critical elements of the product development process and have been interesting design challenges for many years. This paper proposes an original emotion measurement method, called Auditory Parameter Method. It is a non-verbal technique, which uses sounds and association tests for evaluating a set of products (given by their pictures). It provides an assessment of these products according to a series of emotional dimensions. We present a methodological framework to build the links between user’s emotional responses and geometrical features of product, by using a glasses frame 3D model as application case. Analysis of Variance techniques are employed to examine how various shape factors influence users’ emotional responses to 3D model. To demonstrate the effectiveness of our protocol, we compare the proposed method with the conventional Semantic Differential using Principal Component Analysis and Generalized Procrustes Analysis. The new protocol demonstrates interesting qualities to collect the intuitive emotions of user.
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Achiche, Sofiane, and Saeema Ahmed. "Mapping Shape Geometry and Emotions Using Fuzzy Logic." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49290.

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An important aspect of artifact/product design is defining the aesthetic and emotional value. The success of a product is not only dependent on it’s functionality but also on the emotional value that it creates to its user. However, if several designers are faced with a task to create an object that would evoke a certain emotion (aggressive, soft, heavy, friendly, etc.) each would most likely interpret the emotion with a different set of geometric features and shapes. In this paper the authors propose an approach to formalize the relationship between geometric information of a 3D object and the intended emotion using fuzzy logic. To achieve this; 3D objects (shapes) created by design engineering students to match a set of words/emotions were analyzed. The authors identified geometric information as inputs of the fuzzy model and developed a set of fuzzy if/then rules to map the relationships between the fuzzy sets on each input premise and the output premise. In our case the output premise of the fuzzy logic model is the level of belonging to the design context (emotion). An evaluation of how users perceived the shapes was conducted to validate the fuzzy logic model and showed a high correlation between the fuzzy logic model and user perception.
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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Higuera Trujillo, Juan Luis, Javier Marín Morales, Juan Carlos Rojas, and Juan López Tarruella Maldonado. "Emotional maps: neuro architecture and design applications." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3170.

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Neurophysiological measurements have increased in Design and Architecture to emotionally assess products. Objective understanding of emotion states brings an enormous opportunity to explain how environments aspects affects persons. New methodology must be developed for a successfully approach between Neuroscience and design areas, in order to build this recent synergy. This paper contribute to profound concept of Emotional Maps (EM), which is a challenge for two reasons: the characterization of emotional states and the uncertain relation with maps illustrations. In order to create an EM, Heart Rate Variability (HRV) was used to detect certain emotional states and Virtual Reality (VR) to generate an environment condition. The study was conducted by VR environment displayed in Head-mounted Display Oculus DK2. Twelve persons participated in data acquisition by two tools: during environment exploration, a portable physiological device (Empatica E4) recorded HRV signal; and at the end of study, a Likert scale questionnaire collected emotional impressions. HRV signal was analyze in time-frequency to detect activation or relax levels. The statistics results prove that design guidelines used in environments evoked the stressful state sought, and that the physiological measure used are appropriate to be represented. The final result shows the possibility to mapping emotional states. This novel technique allows to quantify objectively a subjective experience and locate in specific place when occurs. Our technique supposes a contribution toward emotional states measurements applied to design and architecture.DOI: http://dx.doi.org/10.4995/IFDP.2016.3170
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Zlatić, Lidija, and Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.

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Many studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that can influence the development of these skills. The results of various research show that changes in the sense of teaching the teachers their social skills, especially in initial education, but also later, increase the awareness of students’ social skills. Empirical findings indicate the key characteristics of successful socio-emotional skills development programs, emphasizing the necessary specific training and coaching of teachers as part of their initial education and professional development, as well as the need for systematic support during the implementation of programs that affect development of these skills in students. The importance of understanding emotions and social skills in students by teachers is emphasized, as well as the development of teachers’ awareness of ways that can influence the development of socio-emotional skills, how to create a positive atmosphere in the classroom and how to adequately respond to different emotions.
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.

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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
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Valbusa, Federica, and Alessia Camerella. "EMOTIONAL EDUCATION IN PRIMARY SCHOOL: THE 'JOURNAL OF EMOTIONAL LIFE' AND THE 'VEGETABLE GARDEN OF EMOTIONS'." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2116.

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Veloso, Gabrielle, and Welison Evenston Ty. "THE EFFECTS OF EMOTIONAL WORKING MEMORY TRAINING ON TRAIT ANXIETY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact080.

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"Trait anxiety is a pervasive tendency to attend to and experience fears and worries to a disproportionate degree, across various situations. This study sought to determine if participants who undergo emotional working memory training will have significantly lower scores on the trait anxiety scales post-intervention. The study also sought to determine if emotional regulation mediated the relationship between working memory training and trait anxiety. Trait anxiety was measured using the form Y2 of the Spielberger State-Trait Anxiety Inventory (STAI-Y2). Emotion regulation was measured using the Emotional Regulation Questionnaire (ERQ). Forty-nine participants underwent 20 days of computerized emotional working memory training called Emotional Dual n-back, which involves viewing a continuous stream of emotional content on a 3x3 grid, and then remembering the location and color of items presented on the grid. The control group consisted of fifty-one participants. Participants of the treatment group had significantly lower trait anxiety compared to controls post-intervention. Mediation analysis determined that working memory training was significantly related to trait anxiety reduction as measured by the STAI-Y2. Emotion regulation was found not to mediate between working memory training and trait anxiety reduction. Results suggest that working memory training may be useful in reducing psychoemotional symptoms of trait anxiety. Moreover, it proposes for future research to further look into the mediating role of emotion regulation via neuroimaging and the development of more comprehensive measures of emotion regulation."
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Favaretto, Rodolfo Migon, and Soraia Raupp Musse. "Emotion, Personality and Cultural Aspects in Crowds: towards a Geometrical Mind." In XXXII Conference on Graphics, Patterns and Images. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sibgrapi.est.2019.8308.

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In this work we proposed a computational model to extract pedestrian characteristics from video sequences. The proposed model considers a series of characteristics of the pedestrians and the crowd, such as number and size of groups, distances, speeds, among others, and performs the mapping of these characteristics in personalities, emotions and cultural aspects, considering the Cultural Dimensions of Hofstede (HCD), the Big-Five Personality Model (OCEAN) and the OCC Emotional Model. The main hypothesis is that there is a relationship between so-called intrinsic human variables (such as emotion) and the way people behave in space and time. As one of the main contributions, four large dimensions of geometric characteristics (Big4GD) were proposed: I - Physical, II - Personal and Emotional, III - Social and IV - Cultural, which seek to describe the behavior of pedestrians and groups in the crowd. The GeoMind tool was developed for the purpose of detecting the four geometric dimensions from video sequences. In addition, several analyzes were carried out with the purpose of validating the proposed model, from comparing results with the literature, including the comparison of spontaneous multitudes from several countries and controlled experiments involving Fundamental Diagrams.
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Reports on the topic "Emotional developmet"

1

Ivanova, E. S., and A. E. Motin. Development of emotional intelligence methods transactional Analysis. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-009.

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Cobb-Clark, Deborah A., Colm Harmon, and Anita Staneva. The bilingual gap in children’s language and emotional development. The University of Queensland, September 2018. http://dx.doi.org/10.14264/uql.2018.597.

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Ivanova, E. S. emotional Development intelligence within the training program specialists profilers. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-008.

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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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Romanova. THE METHODOLOGY OF PHYSICAL CULTURE FUTURE TEACHERS’ EMOTIONAL STATES REFLECTION DEVELOPMENT. Http://kamgifk.ru/sites/default/files/magazine/29_4_2013/29_4_2013_eng.pdf, December 2013. http://dx.doi.org/10.14526/50_2013_24.

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Jackson, C. Kirabo, Shanette Porter, John Easton, Alyssa Blanchard, and Sebastián Kiguel. School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26759.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha, and Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.

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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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