Posted: January 8th, 2015

Is emotional or cognitive development more important in explaining children’s growing appreciation of emotional display rules?

Is emotional or cognitive development more important in explaining children’s growing appreciation of emotional display rules?

Order Description

social cognitive development module (undergraduate)
use more up-to-date references (after 1999) unless important concept and evidences
will upload the overview of the module of this topic
try to use some of the recommend readings as references
try to write the essay scored between 65-69 marks

1. EMOTION: DISPLAY RULES, SELF-PRESENTATION AND CULTURE
When and how do children come to understand the complex world of emotion?
Understanding emotion has cognitive requirements – understanding that other people may feel differently from us, and that people’s faces might show a different emotion

to the feelings they have inside but is also inextricably linked with the societies in which we grow up. Society and culture interact with cognitive development in

affecting what emotions we display and how we display them. Display rules guide us in what emotions are acceptable in a given situation and how they might be

expressed: if someone gives us a present we don’t want, we may still try to look pleased. When do children understand that it is possible to hide their true feelings?

To what extent do children try to present themselves in a particular way, and how does this develop? How do gender and cultural differences in patterns of social

relationships influence concern for the evaluation of others? How do cross-cultural studies help us understand the development of emotion understanding? And in terms

of broader theory, is culture a fundamental engine of development or just the icing on the developmental cake?

General overviews
– Harris, P. L. (1989). Children and Emotion. Oxford: Blackwell (old but a great read)
– Gross, J.J., & Thompson, R.A. (2007). Emotion regulation: Conceptual foundations. In J.J.
– Gross (Ed.), Handbook of emotion regulation. New York: Guilford Press.
– Von Salisch (2000). Children’s emotional development: Challenges in their relationships to parents, peers, and friends. International journal of behavioural

development. 25,4, 310

Emotion display rules and self-presentation
– Harris, P. L., Donnelly, K., Guz, G. R. and Pitt-Watson, R. (1986). Children’s understanding of the distinction between real and apparent emotion. Child Development,

57, 895-909.
– Banerjee, R. & Yuill, N. (1999) Children’s understanding of self-presentational display rules: Associations with mental-state understanding. British Journal of

Developmental Psychology, 17, 111-124.7
– Barbaro, J, & Dissanayake. (2007) A comparative study of the use and understanding of selfpresentational display rules in children with high functioning autism and

Asperger’s disorder.” Journal of autism and developmental disorders 37.7 , 1235-1246.
– Garner, P. W. (1999). Continuity in emotion knowledge from preschool to middle-childhood and relation to emotion socialization. Motivation and Emotion, 23, 247-266.
– Hosie, P, et al. (2000) Knowledge of display rules in prelingually deaf and hearing children. Journal of child psychology and psychiatry and allied disciplines 41, 3

389
– Watling, D. & Banerjee, R. (2007). Children’s understanding of modesty in front of peer and adult audiences. Infant and Child Development, 16, 227-236
– Juvonen, J, (1996) Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations. In Juvonen, J. & – Wentzel,

K. (1996) Social Motivation: Understanding Children’s School Adjustment. Part available on google books.

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