Learning to use display rules : family expressiveness and display rule knowledge /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1992.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The development of display rule knowledge and its relationship to family expressiveness was examined. Participants included 96 children from kindergarten and third grade and their mothers. The children's emotion knowledge and receptive vocabulary were assessed individually in two sessions while the mothers completed two self-report measures regarding family expressiveness. Display rule knowledge was assessed with the use of short stories illustrated with simple pen-and-ink drawings. The results of the study indicate that older children exhibit greater ability to label emotional expressions and demonstrate greater understanding of both concordant and discordant display rules. Older children demonstrate greater awareness for the motives for regulating emotion. Prosocial motives are most commonly used, followed by self-protective and norm maintenance. Females are more likely to cite norm maintenance than males. A limited pattern of relationships was found between maternal reports of family expressiveness and children's labeling skills and understanding of concordant and discordant display rules. Mothers reporting high levels of negative-submissive emotions had children who were better able to label emotional expressions but less likely to cite prosocial motives for regulating emotional expression. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Psychology." |
| Physical Description: | viii, 79 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |