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Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy / Saliha BELMONTE-DARRAZ in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
[article]
Titre : Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy Type de document : Texte imprimé et/ou numérique Auteurs : Saliha BELMONTE-DARRAZ, Auteur ; Casandra I. MONTORO, Auteur ; Nara C. ANDRADE, Auteur ; Pedro MONTOYA, Auteur ; Inmaculada RIQUELME, Auteur Article en page(s) : p.1238-1248 Langues : Anglais (eng) Mots-clés : Behavioral problems Cerebral palsy Emotion knowledge Emotion lability Emotion regulation Index. décimale : PER Périodiques Résumé : Emotion knowledge has not been explored in children with cerebral palsy (CP). To evaluate differences in emotion knowledge between children with CP and their typically developing peers (TDP), and explore its associations with affective regulation and behavioral psychopathology. 36 Children with CP and 45 TDP completed the Emotion Matching Task (emotion knowledge); their parents completed the Emotion Regulation Checklist and Child Behavior Checklist (emotional regulation and lability; psychopathological behaviors). Children with CP made more mistakes in emotion knowledge tasks, had lower emotional regulation and higher behavioral problems than their TDP. Emotion knowledge showed a positive correlation with emotional regulation and a negative correlation with behavioral problems, predicting psychopathological behaviors. Greater attention to emotion knowledge in children with CP could improve adjustment at social and behavioral functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04605-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1238-1248[article] Alteration of Emotion Knowledge and Its Relationship with Emotion Regulation and Psychopathological Behavior in Children with Cerebral Palsy [Texte imprimé et/ou numérique] / Saliha BELMONTE-DARRAZ, Auteur ; Casandra I. MONTORO, Auteur ; Nara C. ANDRADE, Auteur ; Pedro MONTOYA, Auteur ; Inmaculada RIQUELME, Auteur . - p.1238-1248.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1238-1248
Mots-clés : Behavioral problems Cerebral palsy Emotion knowledge Emotion lability Emotion regulation Index. décimale : PER Périodiques Résumé : Emotion knowledge has not been explored in children with cerebral palsy (CP). To evaluate differences in emotion knowledge between children with CP and their typically developing peers (TDP), and explore its associations with affective regulation and behavioral psychopathology. 36 Children with CP and 45 TDP completed the Emotion Matching Task (emotion knowledge); their parents completed the Emotion Regulation Checklist and Child Behavior Checklist (emotional regulation and lability; psychopathological behaviors). Children with CP made more mistakes in emotion knowledge tasks, had lower emotional regulation and higher behavioral problems than their TDP. Emotion knowledge showed a positive correlation with emotional regulation and a negative correlation with behavioral problems, predicting psychopathological behaviors. Greater attention to emotion knowledge in children with CP could improve adjustment at social and behavioral functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04605-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Linking Research Domain Criteria (RDoC) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10 / K. I. IP in Development and Psychopathology, 31-4 (October 2019)
[article]
Titre : Linking Research Domain Criteria (RDoC) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10 Type de document : Texte imprimé et/ou numérique Auteurs : K. I. IP, Auteur ; Jennifer M. JESTER, Auteur ; A. SAMEROFF, Auteur ; S. L. OLSON, Auteur Article en page(s) : p.1557-1574 Langues : Anglais (eng) Mots-clés : emotion knowledge internalizing and externalizing symptoms preschool RDoC self-regulation Index. décimale : PER Périodiques Résumé : Identifying Research Domain Criteria (RDoC) constructs in early childhood is essential for understanding etiological pathways of psychopathology. Our central goal was to identify early emotion knowledge and self-regulation difficulties across different RDoC domains and examine how they relate to typical versus atypical symptom trajectories between ages 3 and 10. Particularly, we assessed potential contributions of children's gender, executive control, delay of gratification, and regulation of frustration, emotion recognition, and emotion understanding at age 3 to co-occurring patterns of internalizing and externalizing across development. A total of 238 3-year-old boys and girls were assessed using behavioral tasks and parent reports and reassessed at ages 5 and 10 years. Results indicated that very few children developed "pure" internalizing or externalizing symptoms relative to various levels of co-occurring symptoms across development. Four classes of co-occurring internalizing and externalizing problems were identified: low, low-moderate, rising, and severe-decreasing trajectories. Three-year-old children with poor executive control but high emotion understanding were far more likely to show severe-decreasing than low/low-moderate class co-occurring internalizing and externalizing symptom patterns. Child gender and poor executive control differentiated children in rising versus low trajectories. Implications for early intervention targeting self-regulation of executive control are discussed. En ligne : http://dx.doi.org/10.1017/s0954579418001323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Development and Psychopathology > 31-4 (October 2019) . - p.1557-1574[article] Linking Research Domain Criteria (RDoC) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10 [Texte imprimé et/ou numérique] / K. I. IP, Auteur ; Jennifer M. JESTER, Auteur ; A. SAMEROFF, Auteur ; S. L. OLSON, Auteur . - p.1557-1574.
Langues : Anglais (eng)
in Development and Psychopathology > 31-4 (October 2019) . - p.1557-1574
Mots-clés : emotion knowledge internalizing and externalizing symptoms preschool RDoC self-regulation Index. décimale : PER Périodiques Résumé : Identifying Research Domain Criteria (RDoC) constructs in early childhood is essential for understanding etiological pathways of psychopathology. Our central goal was to identify early emotion knowledge and self-regulation difficulties across different RDoC domains and examine how they relate to typical versus atypical symptom trajectories between ages 3 and 10. Particularly, we assessed potential contributions of children's gender, executive control, delay of gratification, and regulation of frustration, emotion recognition, and emotion understanding at age 3 to co-occurring patterns of internalizing and externalizing across development. A total of 238 3-year-old boys and girls were assessed using behavioral tasks and parent reports and reassessed at ages 5 and 10 years. Results indicated that very few children developed "pure" internalizing or externalizing symptoms relative to various levels of co-occurring symptoms across development. Four classes of co-occurring internalizing and externalizing problems were identified: low, low-moderate, rising, and severe-decreasing trajectories. Three-year-old children with poor executive control but high emotion understanding were far more likely to show severe-decreasing than low/low-moderate class co-occurring internalizing and externalizing symptom patterns. Child gender and poor executive control differentiated children in rising versus low trajectories. Implications for early intervention targeting self-regulation of executive control are discussed. En ligne : http://dx.doi.org/10.1017/s0954579418001323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Emotion differentiation in autism spectrum disorder / Yasemin ERBAS in Research in Autism Spectrum Disorders, 7-10 (October 2013)
[article]
Titre : Emotion differentiation in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yasemin ERBAS, Auteur ; Eva CEULEMANS, Auteur ; Johanna BOONEN, Auteur ; Ilse NOENS, Auteur ; Peter KUPPENS, Auteur Article en page(s) : p.1221-1227 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASD) Emotions Emotion differentiation Emotion knowledge Individual differences Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is commonly associated with reduced ability to recognize emotions in others. It is less clear however, whether ASD is also associated with impaired knowledge of one's own emotions. In the current study we present a first examination of how much knowledge individuals with ASD have about their emotions by investigating their ability to differentiate between emotions. Across two lab tasks that measured to what extent and how people differentiate between their own feeling states and semantic emotion terms, results showed that ASD individuals differentiated less than typically developing individuals. Yet, both groups of participants similarly categorized emotions according to previously established theoretical categories. These findings indicate that while both give similar meaning to emotions, individuals with ASD make less subtle distinctions between emotions. With low levels of emotion differentiation being linked to reduced well-being, these findings may help to better understand the high prevalence of internalizing problems associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1221-1227[article] Emotion differentiation in autism spectrum disorder [Texte imprimé et/ou numérique] / Yasemin ERBAS, Auteur ; Eva CEULEMANS, Auteur ; Johanna BOONEN, Auteur ; Ilse NOENS, Auteur ; Peter KUPPENS, Auteur . - p.1221-1227.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1221-1227
Mots-clés : Autism spectrum disorders (ASD) Emotions Emotion differentiation Emotion knowledge Individual differences Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is commonly associated with reduced ability to recognize emotions in others. It is less clear however, whether ASD is also associated with impaired knowledge of one's own emotions. In the current study we present a first examination of how much knowledge individuals with ASD have about their emotions by investigating their ability to differentiate between emotions. Across two lab tasks that measured to what extent and how people differentiate between their own feeling states and semantic emotion terms, results showed that ASD individuals differentiated less than typically developing individuals. Yet, both groups of participants similarly categorized emotions according to previously established theoretical categories. These findings indicate that while both give similar meaning to emotions, individuals with ASD make less subtle distinctions between emotions. With low levels of emotion differentiation being linked to reduced well-being, these findings may help to better understand the high prevalence of internalizing problems associated with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212