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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20192
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Tipo de ítem: Publication × Fecha de inicio: 2010 × Fecha de finalización: 2019 ×

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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    The role of severity and intentionality in the intensity of Schadenfreude attribution: a developmental study of Danish children
    (Wiley, 2019-06-09) Jensen de López, Kristine M.; Quintanilla Cobián, M. Laura; https://orcid.org/0000-0001-5799-8615
    Understanding envy and schadenfreude requires complex interpersonal social cognitive abilities, such as social comparison and evaluating the Self, but also understanding agency and intentionality. Previous studies of children’s development of envy/schadenfreude addressed whether children understand and experience schadenfreude as opposed to compassion/sympathy or whether children’s attribution of schadenfreude is a consequence of envy provoked by a disadvantageous social comparison. In this study, we take a step further and investigate the roles that agency and severity of the damage play in mediating children’s attribution of schadenfreude. The participants were 144 Danish children aged 3–9 years divided into two age groups. Children were presented with eight stories supported by pictures showing intentional versus accidental and irreparable versus reparable damage to envied objects. The results show that the intensity of envy/schadenfreude, as well as the happy victimizer phenomenon, varies depending on the severity of damage, agency and intentionality. When damage is accidental, schadenfreude is expressed with less intensity compared to when damage is intentional (led by an agent). When damage is irreparable, children attribute less intense feelings of schadenfreude compared to when it is reparable. In addition, only the older children expressed reparable damage carrying more intense schadenfreude and only in the accidental condition. In general, children consider intentional and reparable damage more intense than accidental and irreparable damage, and this is mediated by age. The results are important for understanding the developmental trajectory of children’s complex emotions and for educational programmes directed towards supporting this development.
  • Miniatura
    Publicación
    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/0000-0001-5343-5604
    Emotion 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.