The distinction between real and apparent emotion in pretend play and deception situations
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003 |
Resumo: | Childrens understanding of the distinction between real and apparent emotion was assessed using a deception task and a pretend play task. In each task, children aged from 5 to 7 listened to a story and were asked about protagonists external and internal emotion. Our procedure allowed children to show their understanding of the distinction spontaneously, with prompting and after explicit questioning. Children had great difficulty to make the distinction spontaneously in both tasks. However, they performed better when they were explicitly asked whether protagonists external and internal emotion could be different. Globally, 7 year-olds understood the distinction better than 5 year-olds. More important, we found no differences between the deception and the pretend play tasks. A possible explanation is that childrens understanding of the distinction develops simultaneously in both kinds of situations. The importance of understanding emotions in pretend play for the comprehension of the distinction between real and apparent emotion is discussed. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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The distinction between real and apparent emotion in pretend play and deception situationsEmotional expressiondisplay rulesdeceptionpretend playtheory of mindChildrens understanding of the distinction between real and apparent emotion was assessed using a deception task and a pretend play task. In each task, children aged from 5 to 7 listened to a story and were asked about protagonists external and internal emotion. Our procedure allowed children to show their understanding of the distinction spontaneously, with prompting and after explicit questioning. Children had great difficulty to make the distinction spontaneously in both tasks. However, they performed better when they were explicitly asked whether protagonists external and internal emotion could be different. Globally, 7 year-olds understood the distinction better than 5 year-olds. More important, we found no differences between the deception and the pretend play tasks. A possible explanation is that childrens understanding of the distinction develops simultaneously in both kinds of situations. The importance of understanding emotions in pretend play for the comprehension of the distinction between real and apparent emotion is discussed.Associação Portuguesa de Psicologia (APP)Edições Colibri2008-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003Psicologia v.22 n.2 2008reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003Sidera,FrancescMarti,EduardGabucio,Fernandoinfo:eu-repo/semantics/openAccess2024-02-06T17:13:39Zoai:scielo:S0874-20492008000200003Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:23:53.670860Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The distinction between real and apparent emotion in pretend play and deception situations |
title |
The distinction between real and apparent emotion in pretend play and deception situations |
spellingShingle |
The distinction between real and apparent emotion in pretend play and deception situations Sidera,Francesc Emotional expression display rules deception pretend play theory of mind |
title_short |
The distinction between real and apparent emotion in pretend play and deception situations |
title_full |
The distinction between real and apparent emotion in pretend play and deception situations |
title_fullStr |
The distinction between real and apparent emotion in pretend play and deception situations |
title_full_unstemmed |
The distinction between real and apparent emotion in pretend play and deception situations |
title_sort |
The distinction between real and apparent emotion in pretend play and deception situations |
author |
Sidera,Francesc |
author_facet |
Sidera,Francesc Marti,Eduard Gabucio,Fernando |
author_role |
author |
author2 |
Marti,Eduard Gabucio,Fernando |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Sidera,Francesc Marti,Eduard Gabucio,Fernando |
dc.subject.por.fl_str_mv |
Emotional expression display rules deception pretend play theory of mind |
topic |
Emotional expression display rules deception pretend play theory of mind |
description |
Childrens understanding of the distinction between real and apparent emotion was assessed using a deception task and a pretend play task. In each task, children aged from 5 to 7 listened to a story and were asked about protagonists external and internal emotion. Our procedure allowed children to show their understanding of the distinction spontaneously, with prompting and after explicit questioning. Children had great difficulty to make the distinction spontaneously in both tasks. However, they performed better when they were explicitly asked whether protagonists external and internal emotion could be different. Globally, 7 year-olds understood the distinction better than 5 year-olds. More important, we found no differences between the deception and the pretend play tasks. A possible explanation is that childrens understanding of the distinction develops simultaneously in both kinds of situations. The importance of understanding emotions in pretend play for the comprehension of the distinction between real and apparent emotion is discussed. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-07-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0874-20492008000200003 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Portuguesa de Psicologia (APP) Edições Colibri |
publisher.none.fl_str_mv |
Associação Portuguesa de Psicologia (APP) Edições Colibri |
dc.source.none.fl_str_mv |
Psicologia v.22 n.2 2008 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137317745590272 |