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Response: Spinning the Pinwheel, Together: More Thoughts on Affective Social Competence.
Peer reviewed Peer reviewed
Halberstadt, Amy G.; Dunsmore, Julie C.; Denham, Susanne A. – Social Development, 2001
Addresses the variations, reactions, and additions to the affective social competence model presented earlier. Specifically addresses the issue of whether sending, receiving, and experiencing are equal components to affective social competence; the time course of affective social competence; the cognitive representations of self and world;…
Descriptors: Affective Behavior, Child Behavior, Children, Context Effect
Children's Use and Knowledge of Display Rules for Anger following Hypothetical Vignettes versus following Live Peer Interaction.
Peer reviewed Peer reviewed
Parker, Elizabeth H.; Hubbard, Julie A.; Ramsden, Sally R.; Relyea, Nicole; Dearing, Karen F.; Smithmyer, Catherine M.; Schimmel, Kelly D. – Social Development, 2001
Examined correspondence between second-graders' use and knowledge of anger display rules. Found that children's responses were moderately related across two contexts. Following live interactions, compared to hypothetical vignettes, children reported feeling and expressing less anger, intending to hide their anger more, and dissembling their anger…
Descriptors: Affective Behavior, Anger, Childhood Attitudes, Children
Cognition, Context, and Goals: Significant Components in Social-Emotional Effectiveness.
Peer reviewed Peer reviewed
Saarni, Carolyn – Social Development, 2001
Highlights the strengths of the Halberstadt et al. contribution to the literature on social-emotional development. Discusses three issues relating to their model: (1) the inseparability of cognitive representation in both emotional and social functioning; (2) the role played by context; and (3) the significance of goals in any construct involving…
Descriptors: Affective Behavior, Child Behavior, Children, Cognitive Development