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Individual differences in children's understanding of emotion: the roles of attachment and language.
Attach Hum Dev. 2002 Apr; 4(1):39-54.AH

Abstract

There is accumulating evidence of a relationship between secure attachment and children's understanding of emotion (Fonagy & Target, 1997; Harris, 1999). The current experiment asked if this relationship is particularly evident when the test of emotion understanding includes attachment-related material or is equally marked on tests with and without attachment-related material. Children ranging from 3-6 years were given a novel test of emotion understanding (the Mother-Infant Separation Test Video) that incorporated provocative attachment themes and also an affectively neutral test of emotion understanding. They performed quite consistently on both types of test-either passing both or failing both. In addition, attachment security, measured concurrently by means of the Separation Anxiety Test, contributed to a correct performance on both tests. This contribution remained when other individual differences were controlled for (age, verbal mental age and gender). Possible explanations of the relationship between attachment and emotion understanding are discussed.

Authors+Show Affiliations

Department of Experimental Psychology, Oxford, OX1 3UD, UK. marc.derosnay@psy.ox.ac.ukNo affiliation info available

Pub Type(s)

Comparative Study
Journal Article

Language

eng

PubMed ID

12065029

Citation

de Rosnay, Marc, and Paul L. Harris. "Individual Differences in Children's Understanding of Emotion: the Roles of Attachment and Language." Attachment & Human Development, vol. 4, no. 1, 2002, pp. 39-54.
de Rosnay M, Harris PL. Individual differences in children's understanding of emotion: the roles of attachment and language. Attach Hum Dev. 2002;4(1):39-54.
de Rosnay, M., & Harris, P. L. (2002). Individual differences in children's understanding of emotion: the roles of attachment and language. Attachment & Human Development, 4(1), 39-54.
de Rosnay M, Harris PL. Individual Differences in Children's Understanding of Emotion: the Roles of Attachment and Language. Attach Hum Dev. 2002;4(1):39-54. PubMed PMID: 12065029.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Individual differences in children's understanding of emotion: the roles of attachment and language. AU - de Rosnay,Marc, AU - Harris,Paul L, PY - 2002/6/18/pubmed PY - 2002/8/9/medline PY - 2002/6/18/entrez SP - 39 EP - 54 JF - Attachment & human development JO - Attach Hum Dev VL - 4 IS - 1 N2 - There is accumulating evidence of a relationship between secure attachment and children's understanding of emotion (Fonagy & Target, 1997; Harris, 1999). The current experiment asked if this relationship is particularly evident when the test of emotion understanding includes attachment-related material or is equally marked on tests with and without attachment-related material. Children ranging from 3-6 years were given a novel test of emotion understanding (the Mother-Infant Separation Test Video) that incorporated provocative attachment themes and also an affectively neutral test of emotion understanding. They performed quite consistently on both types of test-either passing both or failing both. In addition, attachment security, measured concurrently by means of the Separation Anxiety Test, contributed to a correct performance on both tests. This contribution remained when other individual differences were controlled for (age, verbal mental age and gender). Possible explanations of the relationship between attachment and emotion understanding are discussed. SN - 1461-6734 UR - https://www.unboundmedicine.com/medline/citation/12065029/Individual_differences_in_children's_understanding_of_emotion:_the_roles_of_attachment_and_language_ L2 - https://www.tandfonline.com/doi/full/10.1080/14616730210123139 DB - PRIME DP - Unbound Medicine ER -