Child anxiety : how does cognitive development influence the role of cognitive errors and emotion understanding?
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Jamie Olson Workman (Contributor)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Wesley D. Allan
Abstract: "An understanding of the differential roles played by emotions and cognitions in child anxiety cannot be abstracted from the existing literature. The current study sought to delineate the relationship between cognitive development and the experience of anxiety in children by examining emotion understanding, cognitive errors, verbal ability, and non-verbal ability in relation to child general and social anxiety. Results indicate the relationship between emotion understanding and child anxiety varied for high and low abstract reasoning groups. Emotion understanding and cognitive errors were also more strongly related to social anxiety than general anxiety. Furthermore, verbal abilities were correlated negatively with anxiety and correlated positively with emotion understanding. Limitations and suggestions for future research are discussed."--Abstract from author supplied metadata.
Child anxiety : how does cognitive development influence the role of cognitive errors and emotion understanding?
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Created on 5/1/2006
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Additional Information
- Publication
- Thesis
- Language: English
- Date: 2006
- Keywords
- roles, emotions, cognitions, children, anxiety, verbalability
- Subjects
- Anxiety in children
- Cognition in children
- Emotions and cognition
- Emotions in children