Persona: Quintanilla Cobián, M. Laura
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0000-0002-5923-2899
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Quintanilla Cobián
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M. Laura
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Publicación Children’s perception of envy and modesty: Does depreciation serve as a mask for failure or success?(Springer Nature, 2021-02) Quintanilla Cobián, M. Laura; Giménez Dasí, Marta; Gaviria Stewart, ElenaThe objective of this study was to analyze children’s perceptions of characters who try to disguise expressions of success and failure in situations of social comparison. In the case of upward comparison, when the character was surpassed by a peer, his/her expression was either one of disparagement or of admiration for the successful peer. In downward comparison situations, the character gained public social recognition for his/her achievement, and s/he expressed either modesty (self-depreciation) or immodesty. From these expressions of the character, participants (six and eight years old; N = 100) assessed the character’s ability and niceness, and the appropriateness of his/her attitude. All the children reported that the unsuccessful envious character in the disparagement condition was unskillful and unfriendly, and his/her response was inappropriate; conversely, in the admiration condition, the unsuccessful character was considered skillful, friendly, and appropriate. Moreover, all participants believed that the successful character was skillful, regardless of his/her modest or immodest response. Only eight-year-olds considered the immodest response to be inappropriate and nasty. We discuss the results considering the consequences of following display rules and the dilemma of being honest in both social situations.Publicación Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge(Wiley, 2022-02-15) Lucas Molina, Beatriz; Giménez Dasí, Marta; Quintanilla Cobián, M. Laura; Gorriz Plumed, Ana Belén; Giménez García, Cristina; Sarmento Henrique, Renata; https://orcid.org/0000-0003-4370-4799Emotion Regulation is one of the most widely studied variables in child development. However, it is a complex construct, and there are few validated instruments to evaluate children. The main goal of this study was to test the factorial structure of the Emotion Regulation Checklist (ERC) in two samples of Spanish children, one with 284 preschool children (48.3% girls; M = 4.38) and the other with 323 elementary school children (49.2% girls; M = 8.82). The ERC was completed by the children's teachers. Although this instrument has been validated in different cultural contexts, no studies have analyzed its psychometric properties in Spanish samples. An examination of the internal structure, using Exploratory Structural Equation Modeling (ESEM), revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) fitted the elementary school children's data well; however, in the sample of preschool children, the factorial model showed poor goodness-of-fit indices. The reliability of the ERC subscales was .77 for ER and .88 for L/N in the preschool-aged sample, and .80 for ER and .77 for L/N in the sample of elementary school children. In addition, the relationship between the ERC and the Test of Emotion Comprehension (TEC) was explored. L/N correlated negatively and significantly with TEC in the sample of elementary school children. These findings provide some support for the use of the Spanish teachers’ version of the ERC with elementary school children.Publicación Longitudinal evidence for an emotion-action lag on desire: the role of emotional understanding(Elsevier, 2021-08-12) Quintanilla Cobián, M. Laura; Giménez Dasí, Marta; Sarmento Henrique, Renata; Lucas Molina, Beatriz; https://orcid.org/0000-0003-1312-5008; https://orcid.org/0000-0003-4370-4799Many previous studies have found that children understand much earlier what a character who has a false belief will do than what a character will feel. This gap between the understanding of action and emotion is known as the belief-emotion lag and to this day there is no convincing explanation as to why it happens. There are also no studies that have explored whether this same gap occurs in the understanding of desire. This longitudinal study had a twofold objective: to explore the existence of a lag between the prediction of action and emotion based on desire, and to search for the role that specific emotions could have in children’s answers. To this end, we administered the Test of Emotion Comprehension (TEC) and the Theory of Mind (ToM) scale items to 103 children initially aged three years during the three courses of early childhood education. Results confirm the existence of a lag between the prediction of action and emotion based on desire. Besides replicating the well-known belief-emotion lag, we found that performance in prediction of emotion based on belief differed according to the emotion in question. Our discussion on the relationship between emotional and mental states knowledge suggest that the asynchronous development of emotional knowledge is a key point in understanding the lag. We also point out the limitations of the tasks and the instruments we use to evaluate emotion understanding in young children and suggest that researchers might use a broader and more functional approach to emotionalPublicación The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years(SAGE Publications, 2019-08-13) Sarmento Henrique, Renata; Quintanilla Cobián, M. Laura; Lucas Molina, Beatriz; Recio Saboya, Patricia; Giménez Dasí, Marta; https://orcid.org/0000-0003-1312-5008; https://orcid.org/0000-0001-5343-5604Emotion comprehension (EC), theory of mind (ToM), and language are particularly important aspects of child development. In recent years, there has been increasing interest in understanding how these three variables are related to preschool children. However, results have been contradictory, and it is not clear how EC, ToM, and language are associated. The aim of this study was to analyze the relationships among EC, ToM, and language through a longitudinal study. Participants were 105 children (49 girls and 56 boys). EC, ToM, and language skills were assessed when children were 3, 4, and 5 years old. The cross-lagged model confirmed that EC preceded ToM in time. The half-longitudinal model showed that linguistic skills at 4 years old mediated the relationship between EC at 3 years old and ToM at 5 years old. These findings provide important insights into the complex relationships among EC, ToM, and language. Developmental, educational, and clinical implications of the results are discussed.