Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

2018 Vol 11 Issue 61

Popova R.R., Bayanova L.F., Veraksa A.N., Kochetkova E.A. Psychological features of recognition of emotions in preschoolers with different levels of cultural congruence


POPOVA R.R., BAYANOVA L.F., VERAKSA A.N., KOCHETKOVA E.A. PSYCHOLOGICAL FEATURES OF RECOGNITION OF EMOTIONS IN PRESCHOOLERS WITH DIFFERENT LEVELS OF CULTURAL CONGRUENCE
Full text in Russian: Попова Р.Р., Баянова Л.Ф., Веракса А.Н., Кочеткова Е.А. Психологические особенности распознавания эмоций у дошкольников при разном уровне культурной конгруэнтности

Kazan (Volga region) Federal University, Kazan, Russia
Lomonosov Moscow State University, Moscow, Russia

About authors
Suggested citation


The results of the empirical research of emotion recognition in preschoolers having different levels of compliance of their behavior with invariant cultural rules, typical of the given age, are presented. The study was based on the model of the hierarchical organization of emotional sphere [Pons et al., 2004; Harris, 2008] which is supposed to distinguish between the external, mental and reflexive levels of its consecutive differentiation. Test battery consisted of the methods that allowed to determine different aspects of emotion recognition, including subtests of NEPSY–II. The study was conducted in the kindergartens of Tatarstan in 2017-2018. The participants were preschoolers aged 5-6 (N = 225) and their mothers (N = 225). In the process of research, it was possible to distinguish groups of children having different levels of cultural congruence and to demonstrate the characteristics of emotion recognition in children of these groups. It has been found that a higher accuracy of recognizing emotions from faces (out of the situational context) was more characteristic of children with the “high” and “low” levels of cultural congruence. The same groups of children were characterized by a higher level of anxiety in the social situations. At the same time, the accuracy of recognizing certain emotions by facial expression, as well as the recognition and comprehension of the emotions of others in the context of the situation, did not show a significant connection with the level of cultural congruence. Moreover, the differences in comprehending the social context of situations and the causes of emotions experienced could be observed as trends and depended on the content of the situations offered to children and the way in which specific situations combined the semantic and emotional aspects.

Keywords: emotion recognition, normative situation, cultural congruence, preschool age, test battery NEPSY-II

 

Funding
The study was supported by the Russian Foundation for Fundamental Research, project 17-29-02092.


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Received 3 September 2018. Date of publication: 21 October 2018.

About authors

Popova Rezeda R. Senior Lecturer, Department of Pedagogical Psychology, Institute of Psychology and Pedagogy, Kazan Federal University, ul. Meshlauka, 1, 420021 Kazan, Russia.
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Bayanova Larisa F. 
Ph.D., Head of the Department of Pedagogical Psychology, Institute of Psychology and Pedagogy, Kazan Federal University, ul. Meshlauka, 1, 420021 Kazan, Russia.
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Veraksa Alexander N. Ph.D., Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, ul. Mochovaya, 11–9, 125008 Moscow, Russia.
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Kochetkova Ekaterina A. Master student, Department of Pedagogical Psychology, Institute of Psychology and Pedagogy, Kazan Federal University, ul. Meshlauka, 1, 420021 Kazan, Russia.
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Suggested citation

Popova R.R., Bayanova L.F., Veraksa A.N., Kochetkova E.A. Psychological features of recognition of emotions in preschoolers with different levels of cultural congruence. Psikhologicheskie Issledovaniya, 2018, Vol. 11, No. 61, p. 6. http://psystudy.ru (in Russian, abstr. in English).

Permanent URL: http://psystudy.ru/index.php/eng/2018v11n61e/1636-popova61e.html

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