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The effects of explanatory conversations on children's emotion understanding

Tenenbaum, HR, Alfieri, L, Brooks, PJ and Dunne, G (2008) The effects of explanatory conversations on children's emotion understanding British Journal of Developmental Psychology, 26 (2). pp. 249-263.

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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. © 2008 The British Psychological Society.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences
Authors :
NameEmailORCID
Tenenbaum, HRUNSPECIFIEDUNSPECIFIED
Alfieri, LUNSPECIFIEDUNSPECIFIED
Brooks, PJUNSPECIFIEDUNSPECIFIED
Dunne, GUNSPECIFIEDUNSPECIFIED
Date : June 2008
Identification Number : 10.1348/026151007X231057
Related URLs :
Depositing User : Symplectic Elements
Date Deposited : 28 Mar 2017 13:23
Last Modified : 31 Oct 2017 16:22
URI: http://epubs.surrey.ac.uk/id/eprint/804055

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