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dc.contributor.authorNeal, Amy Elizabethen_US
dc.date.accessioned2015-11-13T07:00:30Z
dc.date.available2015-11-13T07:00:30Z
dc.date.issued2014-05-20en_US
dc.identifier.othervt_gsexam:2820en_US
dc.identifier.urihttp://hdl.handle.net/10919/64002
dc.description.abstractThis study examines associations of emotion language with emotion understanding and emotion regulation during the preschool years. There is evidence that the way parents talk about emotions with their children promotes children's emotion understanding and regulation (e.g. Bird and Reese, 2006; Laible, 2011). However, there has been little attention paid to associations of these outcomes with children's emotion language. In this study, I examined associations of children's emotion language on their emotion understanding and emotion regulation, and tested whether parents' emotion language was indirectly associated with these outcomes through children's emotion language. One hundred fifty-six 3- to 5-year-old children participated with their primary caregiver. Parent-child dyads engaged in an emotion-laden conversation to measure parent and child emotion language. Children also engaged in the locked box task (Cole et al., 2009; Goldsmith et al., 1993) to measure emotion regulation and completed the Diagnostic Analysis of Nonverbal Accuracy (Nowicki and Duke, 1994) to measure emotion understanding. Results differed for younger preschoolers (36 - 53 months) compared with older preschoolers (54 - 69 months) in regard to emotion regulation. For younger preschoolers, path analyses indicated an indirect effect in which parent emotion talk was associated with less attention shifting during the locked box task. There was also a direct effect in which children's greater use of emotion labels was positively associated with emotion understanding. Results may reflect the rapid emotional development occurring during the preschool years and suggest the importance of early emotion socialization.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectemotion languageen_US
dc.subjectemotion understandingen_US
dc.subjectemotion regulationen_US
dc.subjectemotion socializationen_US
dc.titleWhat do Words Really Say? An Examination of Associations between Preschool Emotion Language and Emotional Developmenten_US
dc.typeDissertationen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairDunsmore, Julie C.en_US
dc.contributor.committeememberKim-Spoon, Jungmeenen_US
dc.contributor.committeememberOllendick, Thomas H.en_US
dc.contributor.committeememberSmith, Cynthia Leaen_US


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