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Biomedical subjects

C E Izard

Publications and source records attributed to C E Izard.

At least 19 recordsLinked to original sources
PubMed2001

Emotion knowledge in economically disadvantaged children: self-regulatory antecedents and relations to social difficulties and withdrawal.

We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.

Adaptation, Psychological↗
PubMed2001

Family structure and the externalizing behavior of children from economically disadvantaged families.

This study examined the relations among family structure, caregiver relationship history, aspects of environmental adversity, and teacher reports about the externalizing behaviors of 6- and 7-year-old children from economically disadvantaged families. Family structure contrasted intact families, stepfamilies, single-parent families, and cohabiting families. Problem behaviors were more frequent for children from unmarried families than from married families and were more frequent for boys than for girls from cohabiting families. Relationship history reduced the effects for family structure. Children's adjustment varied with both the current status and past stability of caregiver intimate relationships for disadvantaged families.

Child↗
PubMed2001

Emotional intelligence or adaptive emotions?

R. D. Roberts, M. Zeidner, and G. Matthews (2001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.

Adaptation, Psychological↗
PubMed1999

The relations between cluster indexes of risk and promotion and the problem behaviors of 6- and 7-year-old children from economically disadvantaged families.

This study examined the relations between alternative representations of poverty cofactors and promotion processes and teacher reports of the problem behaviors of 6- and 7-year-old children from economically disadvantaged families (N = 159). The results showed that single-index representations of risk and promotion variables predicted child aggressive behaviors but not child anxious/depressed behaviors. An additive model of individual risk indicators performed similarly. Smaller indexes representing clusters of parent adjustment variables and family instability variables, however, differentially predicted aggressive and anxious/depressed behaviors, respectively. The results suggest the importance of promotion processes and of representing environmental adversity at varying levels of specificity for children from economically disadvantaged families.

Caregivers↗
PubMed1999

A longitudinal study of emotion expression and personality relations in early development.

To investigate emotion expression and personality relations, the authors coded infants' full-face and component positive and negative expressions during Episodes 4 through 8 of the strange situation procedure at age 18 months and obtained maternal ratings of the 5-factor model of personality when children were 3.5 years old. Full-face negative expression was directly related to Neuroticism and inversely related to Agreeableness and Conscientiousness. By contrast, component positive expression showed the exact opposite pattern of relations. Full-face positive expression was positively correlated with Extraversion and Openness to Experience. These findings indicate that full-face and component expressions may index different intensities of emotions. Emotion expression and personality relations were not mediated by the security of attachment continuum or the emotional reactivity dichotomy derived from the attachment subclassifications.

Age Factors↗
PubMed1997

Cardiac rhythmicities and attention in young children.

This study examined the changes in three cardiac rhythmicities (angiotensin-renin vasomotor [ARV], Traube-Hering-Meyer [THM], and respiratory sinus arrhythmia [RSA]) during prolonged attention in preschool children. Electrocardiogram data were collected from children during resting baseline and a 5-min attention condition at ages 3, 4, and 5 years in a longitudinal study. The ARV and THM rhythmicities decreased during prolonged attention for most participants. The RSA rhythmicity did not change consistently. The results were replicated at all three ages. The ARV and THM effect sizes were large and moderate, respectively. Only the ARV decrease correlated with duration of attention.

Arrhythmia, Sinus↗
PubMed1994

Innate and universal facial expressions: evidence from developmental and cross-cultural research.

The idea of innate and universal facial expressions that have links with human emotions was given the status of scientific hypothesis by Darwin (1872/1965). Substantial evidence, old and new, supports his hypothesis. Much of the evidence is independent of language, but Russell's (1994) criticisms of the hypothesis focus on language-dependent data. In this article, it is argued that Russell's critique was off target in that his arguments relate only to a hypothesis of the universality of semantic attributions and overstated in that he used questionable logic in designing studies to support his claims. It is also argued that Russell misinterpreted the relation between the universality hypothesis and differential emotions theory. Finally, new evidence is presented that supports the Darwinian hypothesis of the innateness and universality of the facial expressions of a limited set of emotions and the efficacy of the most commonly used method of testing it.

Aging↗
PubMed1993

Stability of emotion experiences and their relations to traits of personality.

The article presents a theoretical framework for studying emotion-personality relations and an empirical study of the stability of 88 normal middle-class mothers' emotion experiences and their relations to personality during the 3 years after childbirth. Ss completed the Differential Emotions Scale (DES), Eysenck's Personality Questionnaire, Jackson's Personality Research Form, and Zuckerman's Sensation Seeking Scale. The DES demonstrated stability over 3 years. There was individual stability despite changes in group means during the postpartum period. Positive emotionality, as well as the discrete emotions of interest, enjoyment, and shyness, predicted Extraversion. Negative emotionality and the discrete negative emotions were significant predictors of Neuroticism. Positive emotionality was inversely related to Neuroticism. There were expectable correlations among specific emotions and primary traits of personality.

Adult↗
PubMed1993

Four systems for emotion activation: cognitive and noncognitive processes.

The significant role of emotions in evolution and adaptation suggests that there must be more than 1 mechanism for generating them. Nevertheless, much of current emotion theory focuses on cognitive processes (appraisal, attribution, and construal) as the sole, or primary, means of eliciting emotions. As an alternative to this position, the present model describes 4 types of emotion-activating systems, 3 of which involve noncognitive information processing. From an evolutionary-developmental perspective, the systems maybe viewed as a loosely organized hierarchical arrangement, with neural systems, the simplest and most rapid, at the base and cognitive systems, the most complex and versatile, at the top. The emotion-activating systems operate under a number of constraints, including genetically influenced individual differences. The hierarchical organization of the systems for generating emotions provides an adaptive advantage.

Arousal↗
PubMed1992

Basic emotions, relations among emotions, and emotion-cognition relations.

From the cognitive theory perspective that emotions are cognition dependent and contain cognitive components, Ortony and Turner (1990) questioned the validity of the concept of basic emotions. They argued that the so-called basic emotions were neither psychologically or biologically "primitive" nor "irreducible building blocks" for generating the "great variety of emotional experiences." In the biosocial theory tradition, researchers have identified multiple noncognitive activators of emotion and demonstrated the usefulness of defining the essential components of emotion as phenomena that do not require cognitive mediators or constituents. In this framework, emotions are seen as basic because their biological and social functions are essential in evolution and adaptation. Particular emotions are called basic because they are assumed to have innate neural substrates, innate and universal expressions, and unique feeling-motivational states. The great variety of emotional experiences is explained as a function of emotion-cognition interactions that result in affective-cognitive structures.

Arousal↗
PubMed1991

Emotional determinants of infant-mother attachment.

The present study examined the assumption that emotion-related characteristics of mothers and infants contribute to the development of infant-mother attachment in the first year of life. Mothers' emotion and personality characteristics were assessed with expressive-behavior ratings and self-report scales. Infant characteristics were measured by emotion and temperament questionnaires (mother report) and objective coding of facial expressions of emotions. Attachment classifications were determined by means of the Strange Situation procedure, and a continuous-variable index of attachment security was derived by a discriminant function procedure. Mothers' emotion experiences, expressive behaviors, and personality traits were significant predictors of the level of security of the infant-mother attachment. Infants' expressive and temperamental characteristics as rated by their mothers were also significant predictors of attachment security.

Child, Preschool↗
PubMed1990

Facial expressions and the regulation of emotions.

In the two decades since contemporary psychologists produced strong evidence confirming Darwin's century-old hypothesis of the innateness and universality of certain facial expressions of emotions, research on expressive behavior has become well established in developmental, social, and personality psychology and in psychophysiology. There are also signs of increased interest in emotions in clinical psychology and the neurosciences. Despite the success of the work on emotion expression and the upward trend of interest in emotions in general, the fundamental issue of the relation between emotion expression and emotion experience or feeling state remains controversial. A new developmental model of expression-feeling relations provides a framework for reevaluating previous research and for understanding the conditions under which expressions are effective in activating and regulating feeling states. The model has implications for research, socialization practices, and psychotherapy.

Emotions↗
PubMed1987

Emotion communication skills in young, middle-aged, and older women.

We assessed the effectiveness of an emotion induction procedure for the study of emotional communication in adults; we also gathered preliminary age-comparative data on the expressive and receptive capacities of a sample of adult women. Young, middle-aged, and older women (encoders) related emotional experiences following mood induction and then assessed the intensity of their affective experiences. Videotapes of these sessions (facial expressions only) were shown to young, middle-aged, and older female judges (decoders), who rated the encoders for emotional intensity as well as for type of affect being communicated. Validity and reliability issues with respect to the procedure's usefulness are discussed. Decoding accuracy was found to vary with age congruence between encoder and decoder, suggesting a decoding advantage accruing through social contact with like-aged peers. Older decoders did most poorly, but a differential warm-up effect was evident, suggesting that the performance of older subjects might be enhanced with practice. There were also trends suggesting that the affective expressions of older subjects may be harder to decode owing to age-related structural changes in the face. Results are discussed in the context of theoretical models of affective development.

Adult↗
PubMed1987

The relation between low facial expressivity during emotional arousal and somatic symptoms.

Differential emotions theory has suggested that suppressed emotion, and specifically suppressed facial signs of emotion, might be aetiologically associated with illness, and moreover, that suppression of different classes of emotion might be related to differential symptom formation. This study examined the relationship between degree of facial emotional expressivity under conditions of emotional arousal and the presence and extent of various self-reported physical symptoms. Twenty-three adult women underwent emotion induction procedures and were videotaped while they described their emotional reactions. Judges viewed the videotapes of subjects' facial behaviour and rated the degree of expressivity during the sadness, fear, and anger inductions. Correlational statistics indicated that physical symptoms were almost exclusively negatively correlated with emotion expression. There was also some evidence of an emotion-specific/symptom-specific configuration. Although causal inferences about emotion-symptom linkages are unwarranted at this time, the study provides some support for theoretical formulations about the relationship between physical symptoms and emotion and suggests a methodology with which to pursue this line of research.

Adolescent↗
PubMed1986

Discriminating patterns of emotions in 10- and 11-year-old children's anxiety and depression.

In a study of the emotions involved in children's anxiety and depression, children and teachers completed inventories assessing the children's emotions, anxiety level, and depression level. The results of the study indicated that distinct patterns of emotion variables are involved in these two syndromes, and these patterns confirm the hypotheses based on differential emotions theory. An attempt to predict future depression was successful when based on the children's self-reported emotions but not when based on the teachers' ratings of the children's emotions. In part, the failure of the latter may have been due to the high stability (Time 1-Time 2 correlation) of the depression measure over the 4-month interval.

Anxiety↗
PubMed1985

Affective and cognitive characteristics of depression in 10- and 11-year-old children.

Indices of emotion experiences, attribution style, and intellectual performance were regressed on an index of childhood depression. The results indicated that the depressed children were like depressed adults in that they reported experiencing a pattern of emotions including sadness, anger, self-directed hostility, and shame, and they tended to explain negative events in terms of internal, stable, and global causes. The similarity between depressed children and depressed adults on these measures was greater for girls than for boys. Depression was not related to performance on a verbal task, but depressed girls performed worse than nondepressed girls on a block design task. The measures of emotion experiences accounted for 78.1% and 46.1% of the variance in girls' and boys' depression scores, respectively, after the variance accounted for by attribution style was partialed out.

Affect↗