0000000000299878
AUTHOR
Marta Giménez-dasí
showing 17 related works from this author
Longitudinal evidence for an emotion-action lag on desire: The role of emotional understanding
2021
Abstract Many previous studies have found that children understand much earlier what a character who has a false belief will do than what a character will feel. This gap between the understanding of action and emotion is known as the belief-emotion lag and to this day there is no convincing explanation as to why it happens. There are also no studies that have explored whether this same gap occurs in the understanding of desire. This longitudinal study had a twofold objective: to explore the existence of a lag between the prediction of action and emotion based on desire, and to search for the role that specific emotions could have in children’s answers. To this end, we administered the Test …
La Comprensión Asíncrona de las Emociones Básicas: un Estudio Longitudinal con Niños de 3 a 5 Años
2021
El presente estudio tiene como finalidad explorar la trayectoria evolutiva de la comprensión de cuatro emociones en niños de tres a cinco años. Sabemos que los niños identifican las expresiones faciales y después entienden la causa de las emociones, pero ¿las emociones se comprenden a la vez, en el mismo momento evolutivo? Para llevar a cabo este estudio se evaluó de forma longitudinal a un grupo de 103 niños y niñas entre los 3 y los 5 años. A través del Test de Comprensión Emocional se midieron los componentes de identificación de la expresión emocional y el conocimiento de la causa de cuatro emociones –tristeza, alegría, enfado y miedo– a lo largo de los tres años. Los resultados confirm…
Imaginary companions, theory of mind and emotion understanding in young children
2014
ABSTRACTThe phenomenon of imaginary companions (ICs) has received little attention in developmental psychology, even though it can be observed in approximately 25% of preschool-aged children. Only a few studies have investigated the effect of ICs on children's theory of mind and emotion understanding, and the results are partial or inconsistent. This study used comprehensive measures to assess emotional understanding and theory of mind in children aged four to six with ICs (N = 24) and compared their performance to that of children without ICs (N = 24). Results showed that children with ICs, regardless of age and gender, have a better theory of mind and emotion understanding than children w…
Supplemental Material, JBD866907_supplementary_figure_2 - The longitudinal interplay of emotion understanding, theory of mind, and language in the pr…
2019
Supplemental Material, JBD866907_supplementary_figure_2 for The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years by Renata Sarmento-Henrique, Laura Quintanilla, Beatriz Lucas-Molina, Patricia Recio and Marta Giménez-Dasí in International Journal of Behavioral Development
La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal
2017
There is a broad consensus today about the need to use multi-informant assessment, especially when dealing with young children. However, there have been no studies conducted to compare different informants assessing emotion regulation at an early age. The aim of this study was to inquire about the coincidence of parents and teachers in assessing children's emotion self-regulation and to assess the stability of this assessment over time. We assessed emotion self-regulation by parents (n=34) and teachers (n=87) in a group of 108 3-year-old children that we followed over three school years. The Emotion Regulation Checklist was used. The results show that both parents and teachers perceive a de…
Supplemental Material, JBD866907_supplementary_figure_1 - The longitudinal interplay of emotion understanding, theory of mind, and language in the pr…
2019
Supplemental Material, JBD866907_supplementary_figure_1 for The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years by Renata Sarmento-Henrique, Laura Quintanilla, Beatriz Lucas-Molina, Patricia Recio and Marta Giménez-Dasí in International Journal of Behavioral Development
The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years
2019
Emotion comprehension (EC), theory of mind (ToM), and language are particularly important aspects of child development. In recent years, there has been increasing interest in understanding how these three variables are related to preschool children. However, results have been contradictory, and it is not clear how EC, ToM, and language are associated. The aim of this study was to analyze the relationships among EC, ToM, and language through a longitudinal study. Participants were 105 children (49 girls and 56 boys). EC, ToM, and language skills were assessed when children were 3, 4, and 5 years old. The cross-lagged model confirmed that EC preceded ToM in time. The half-longitudinal model …
Dialogando sobre emociones con niños en riesgo de exclusión social: un estudio preliminar
2016
ResumenEste trabajo tiene como objetivo principal probar de forma preliminar el funcionamiento de un programa de intervención para mejorar las competencias emocionales en niños de entre 9 y 10 años en situación de riesgo de exclusión social. El programa se centra en la mejora de algunos componentes del conocimiento y la regulación emocional. Para ello, se utilizó un diseño pre-experimental de un solo grupo con pretest y postest (N=14). Los niños asistieron a las sesiones una vez por semana durante cuatro meses. Los resultados mostraron una mejora estadísticamente significativa en manejo de emociones, adaptabilidad e inestabilidad emocional, además de una utilización más efectiva de estrateg…
The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship With Emotional Regulation
2018
Research Findings: Empathy, or the ability to understand what others are thinking or feeling, can be observed in early developmental stages. The purpose of this study was to validate the Spanish ve...
The Relationship between Emotion Regulation and Emotion Knowledge in Preschoolers: A Longitudinal Study
2020
Numerous studies have shown the important role of both emotion regulation (ER) and emotion knowledge (EK) in child development. Despite the number of studies carried out on both variables, there is practically no research on the developmental relationship between these two constructs. We present a longitudinal study to explore the relationship between EK and ER in preschoolers in which we measured these variables over 3 academic years in a cohort of 108 preschool children using the Test of Emotion Comprehension (TEC) and the Emotion Regulation Checklist (ERC). The ERC is divided into 2 subscales: Emotional Regulation (ER) and Lability/Negativity (L/N). Two cross-lagged models were construct…
Toddlers’ understanding of basic emotions: identification, labeling and causality / La comprensión temprana de las emociones básicas: identificación,…
2014
AbstractThe aim of this paper is to explore the early acquisition pattern of the understanding of basic emotions. Many studies indicate that three-year-old children identify emotions such as joy or sadness, but it is not known how this knowledge arises. Fifty-seven boys and girls between 21 and 32 months were assessed using the Brunet-Lezine-R developmental scale (BL-R) (Josse, 1997) and the Affective knowledge Test (AKT) (Denham, 1986). Through this test we evaluated the children’s knowledge of four basic emotions (happiness, sadness, anger and fear) in three of its components (identification, causality and linguistic labeling). In order to track knowledge acquisition longitudinally, a sma…
What Makes a Defender? A Multilevel Study of Individual Correlates and Classroom Norms in Explaining Defending Behaviors
2018
Abstract This study examines the interplay between individual characteristics (social status, provictim attitudes, and family messages about conflict resolution) and classroom descriptive and injun...
Thinking emotionswith two-year-old children: an educational programme to improve emotional knowledge in young preschoolers / Pensando las emociones c…
2015
AbstractThis article aims to present preliminary data to validate and show the effectiveness of the educational programme Thinking emotions with a sample of children aged two years. To test its effectiveness, a sample of 57 children was selected. The sample was divided into experimental group (N = 38) and control group (N = 19). Participants were evaluated for overall development (Brunet-Lezine) and emotional understanding through two tests (AKT and TEC) before and after the implementation of the programme in the classroom. The tutors implemented the programme during school hours in weekly 45-minute sessions over six months. The results show significant advances in emotion understanding of …
The Impact of Abuse and Learning Difficulties on Emotion Understanding in Late Childhood and Early Adolescence
2014
Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were m…
Six Weeks of Confinement: Psychological Effects on a Sample of Children in Early Childhood and Primary Education
2020
Spain has been one of the countries most affected by the health crisis derived from COVID-19. Within this country, the city of Madrid has registered the highest number of infections and deaths. This circumstance led to the adoption of strict confinement measures for a period of 6 weeks. The objective of the present study was to investigate the psychological effects that this confinement has had on the psychological well-being of a sample of children from Madrid. A total of 167 families with children aged between 3 and 11 years participated in this study. The parents evaluated the children through the System of Evaluation of Children and Adolescents (SENA) scale in the month of February and …
Bryant's Empathy Index: Structure and Measurement Invariance across Gender in a Sample of Primary School-Aged Children.
2016
AbstractThe purpose of this study was to examine the dimensional structure and measurement invariance of Bryant’s Index of Empathy for Children and Adolescents (IECA) (Bryant, 1982) across gender in a representative sample of primary school-aged children in Spain. The sample consisted of 2,050 children (50.80% girls), with a mean age of 9.80 years (SD = 1.24), recruited from 27 primary schools. Exploratory and confirmatory factor analyses were conducted. The model that presented the best fit indices was Lasa, Holgado, Carrasco, and del Barrio’s (2008) three-factor model: Understanding Feelings, Feelings of Sadness, and Tearful Reaction. The levels of internal consistency for the subscales r…
Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy
2018
The aim of the present study was to examine whether the effect of empathy on the role children play in bullying situations, as either bullies, defenders or outsiders, was moderated by children's social status within their classroom, and whether this moderation was gender dependent. For this purpose, we used a representative sample of 2,050 Spanish primary school children (50.80% girls) from grades 3-6 (Mage = 9.80 years; SD = 1.24), recruited from 27 primary schools. Results showed that the effect of empathy on bullying behavior was moderated by the sociometric rating only in girls. Both empathy and social rating had an effect on defending behavior. However, neither the children's sociometr…