Emotion and cognition processes in preschool children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan D. Calkins, Professor (Creator)
Esther M. Leerkes, Professor (Creator)
Marion O'Brien, Professor, Director of Family Research Center and Associate Dean for Research (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The core processes of emotion understanding, emotion control, cognitive understanding, andcognitive control and their association with early indicators of social and academic success wereexamined in a sample of 141 3-year-old children. Confirmatory factor analysis supported thehypothesized four-factor model of emotion and cognition in early childhood. A subsequentstructural model indicated that emotion understanding processes were significantly positivelyassociated with early indicators of academic success, while emotion control processes wereinversely related to socioemotional problems. These results point to the utility of an integratedmodel of emotion and cognition in early development and offer support for the differentiation ofunderstanding and control processes within these developmental arenas as a framework forfuture study.

Additional Information

Merrill Palmer Quarterly, 54, 102-124
Language: English
Date: 2008
preschool, emotion processes, cognition processes

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