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?:abstract
  • A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional arousal. Analyses of contemporaneous data revealed that more developed perspective-taking skills were associated with moderate levels of emotional reactivity. In addition, in children with high emotional reactivity, good perspective-taking skills were associated with good capacity to regain a neutral affective state following emotional arousal. Longitudinal analyses revealed that children who made gains in perspective-taking skills over a two-year-period became more moderate in negative emotional reactivity and improved their ability to down-regulate strong positive emotions. The overall findings support the notion that children use perspective-taking skills as a tool for optimal regulation of emotional responses. (xsd:string)
?:citation
?:contributor
?:dateModified
  • 2011 (xsd:gyear)
?:datePublished
  • 2011 (xsd:gyear)
?:doi
  • 10.1111/j.1467-9507.2010.00587.x ()
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  • true (xsd:boolean)
is ?:hasPart of
?:inLanguage
  • en (xsd:string)
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?:issueNumber
  • 2 (xsd:string)
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?:linksURN
?:name
  • The impact of developing social perspective-taking skills on emotionality in middle and late childhood (xsd:string)
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?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
?:reference
?:sourceInfo
  • GESIS-SSOAR (xsd:string)
  • In: Social Development, 20, 2011, 2, 353-375 (xsd:string)
rdf:type
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?:urn
  • urn:nbn:de:0168-ssoar-261513 ()
?:volumeNumber
  • 20 (xsd:string)