Improving the Ability of Elementary School-Age Children to Identify Emotion in Facial Expression.
The authors evaluated an intervention program developed to remediate children's deficits in reading emotions in facial expressions. Thirty children from 2 elementary schools in suburban Atlanta participated in 6 30-min sessions over 4 weeks in which they were taught to discriminate, identify, expres...
| Publicado en: | Journal of Genetic Psychology Vol. 164; no. 1; pp. 88 - 101 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
March 2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510312534&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510312534 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221325 GNP jtl: Journal of Genetic Psychology issn: 00221325 maglogo: N pubinfo: dt: March 2003 vid: 164 iid: 1 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510312534 10.1080/00221320309597505 ppf: 88 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 873KB tig: atl: Improving the Ability of Elementary School-Age Children to Identify Emotion in Facial Expression. aug: au: Grinspan, Douglas Hemphill, Anna Nowicki, Stephen su: Psychology of school children Facial expression Evaluation of psychotherapy Emotions sug: subj: Psychology of school children Facial expression Evaluation of psychotherapy Emotions ab: The authors evaluated an intervention program developed to remediate children's deficits in reading emotions in facial expressions. Thirty children from 2 elementary schools in suburban Atlanta participated in 6 30-min sessions over 4 weeks in which they were taught to discriminate, identify, express, and apply facial expression cues. The ability to read emotion in facial expressions significantly improved for the intervention group compared with the control group. Improvement on identifying facial expressions was associated with increased feelings of lower social anxiety and higher self-worth for girls. Boys' self-concept was negatively related to improvement. On the basis of the results, the authors suggested that structured interventions like the present one could be used to improve students' nonverbal processing abilities within public school settings, but with some cautions regarding the impact of new learning for boys. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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