Verbal display rule knowledge: A cultural and developmental perspective

2019 ◽  
Vol 52 ◽  
pp. 100801
Author(s):  
Matthew Wice ◽  
Tomoko Matsui ◽  
Gen Tsudaka ◽  
Minoru Karasawa ◽  
Joan G. Miller
Keyword(s):  
Developmental Perspective ◽  
Rule Knowledge ◽  
Display Rule

scholarly journals The Development of Display Rule Knowledge: Linkages with Family Expressiveness and Social Competence

1998 ◽  
Vol 69 (4) ◽  
pp. 1209-1222 ◽  
Author(s):  
Diane Carlson Jones ◽  
Belynda Bowling Abbey ◽  
Amanda Cumberland
Keyword(s):  
Social Competence ◽  
Family Expressiveness ◽  
Rule Knowledge ◽  
Display Rule

Development and Validation of a Measure of Display Rule Knowledge: The Display Rule Assessment Inventory.

Emotion ◽  
2005 ◽  
Vol 5 (1) ◽  
pp. 23-40 ◽  
Author(s):  
David Matsumoto ◽  
Seung Hee Yoo ◽  
Satoko Hirayama ◽  
Galina Petrova
Keyword(s):  
Rule Knowledge ◽  
Development And Validation ◽  
Display Rule

The Development of Display Rule Knowledge: Linkages with Family Expressiveness and Social Competence

1998 ◽  
Vol 69 (4) ◽  
pp. 1209 ◽  
Author(s):  
Diane Carlson Jones ◽  
Belynda Bowling Abbey ◽  
Amanda Cumberland
Keyword(s):  
Social Competence ◽  
Family Expressiveness ◽  
Rule Knowledge ◽  
Display Rule

YOUNG CHILDREN'S DISPLAY RULE KNOWLEDGE: UNDERSTANDING THE DISTINCTION BETWEEN APPARENT AND REAL EMOTIONS AND THE MOTIVES UNDERLYING THE USE OF DISPLAY RULES

2006 ◽  
Vol 34 (10) ◽  
pp. 1285-1296 ◽  
Author(s):  
Plousia Misailidi
Keyword(s):  
Facial Expressions ◽  
Display Rules ◽  
Emotional Displays ◽  
Rule Knowledge ◽  
Similar Accuracy ◽  
Display Rule

Aspects of 72 preschoolers' display rule knowledge – the ability to distinguish apparent from real emotions and understand the motives underlying display rule use – were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the protagonists would display in response to the emotionally laden situations and to justify their predictions. Findings revealed that children's ability to distinguish between apparent and real emotions increased in the 4–6 years age span. Moreover, children justified prosocial and self-protective display rules with similar accuracy. The findings are discussed in terms of children's ability to make the appearance-reality distinction across domains (emotional, physical) and in the context of the socialization of emotional displays.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

Understanding the Self: A Developmental Perspective

1986 ◽  
Vol 31 (11) ◽  
pp. 900-901
Author(s):  
Gerald R. Adams
Keyword(s):  
The Self ◽  
Developmental Perspective

Review of Schizophrenia: A Life-Course Developmental Perspective.

1992 ◽  
Vol 37 (8) ◽  
pp. 828-828
Author(s):  
No authorship indicated
Keyword(s):  
Life Course ◽  
Developmental Perspective
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