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The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years

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dc.contributor.authorSarmento Henrique, Renata
dc.contributor.authorQuintanilla Cobián, M. Laura
dc.contributor.authorLucas Molina, Beatriz
dc.contributor.authorRecio Saboya, Patricia
dc.contributor.authorGiménez Dasí, Marta
dc.contributor.orcidhttps://orcid.org/0000-0003-1312-5008
dc.contributor.orcidhttps://orcid.org/0000-0001-5343-5604
dc.date.accessioned2024-10-29T18:13:56Z
dc.date.available2024-10-29T18:13:56Z
dc.date.issued2019-08-13
dc.descriptionThe registered version of this article, first published in International Journal of Behavioral Development, is available online at the publisher's website: SAGE Publications, https://doi.org/10.1177/0165025419866907
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en International Journal of Behavioral Development, está disponible en línea en el sitio web del editor: SAGE Publications, https://doi.org/10.1177/0165025419866907
dc.description.abstractEmotion 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.en
dc.description.versionManuscrito aceptado
dc.identifier.citationSarmento-Henrique, R., Quintanilla, L., Lucas-Molina, B., Recio, P., & Giménez-Dasí, M. (2020). The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years. International Journal of Behavioral Development, 44(3), 236-245. https://doi.org/10.1177/0165025419866907
dc.identifier.doihttps://doi.org/10.1177/0165025419866907
dc.identifier.issn1464-0651
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24167
dc.journal.issue3
dc.journal.titleInternational Journal of Behavioral Development
dc.journal.volume44
dc.language.isoen
dc.page.final245
dc.page.initial236
dc.publisherSAGE Publications
dc.relation.centerFacultades y escuelas::Facultad de Psicología
dc.relation.departmentMetodología de las Ciencias del Comportamiento
dc.rightsinfo:eu-repo/semantics/OpenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordsemotion comprehensionen
dc.subject.keywordstheory of minden
dc.subject.keywordslanguageen
dc.subject.keywordspreschool yearsen
dc.subject.keywordslongitudinalen
dc.titleThe longitudinal interplay of emotion understanding, theory of mind, and language in the preschool yearsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication940d5943-7974-4ec9-82cd-9d93be2b4056
relation.isAuthorOfPublicationaf0c1728-1ebb-4fca-b8e7-5bcbcf70b17a
relation.isAuthorOfPublication.latestForDiscovery940d5943-7974-4ec9-82cd-9d93be2b4056
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