McGrady, Meghan E

Walton, Faculty Advisor, Gail

Digital Commons @ Illinois Wesleyan University

Illinois Wesleyan UniversityDigital Commons @ IWUJohn Wesley Powell Student ResearchConference 2006, 17th Annual JWP ConferenceApr 8th, 2:35 PM - 3:35 PMEmotional Development in Children ReceivingHead Start ServicesMeghan E. McGradyIllinois Wesleyan UniversityGail Walton, Faculty AdvisorIllinois Wesleyan UniversityFollow this and additional works at: http://digitalcommons.iwu.edu/jwprcThis Event is brought to you for free and open access by The Ames Library, the Andrew W. Mellon Center for Curricular and FacultyDevelopment, the Office of the Provost and the Office of the President. It has been accepted for inclusion in Digital Commons @ IWU bythe faculty at Illinois Wesleyan University. For more information, please contact digitalcommons@iwu.edu.©Copyright is owned by the author of this document.Meghan E. McGrady and Gail Walton, Faculty Advisor, "Emotional Development in Children Receiving Head StartServices" (April 8, 2006). John Wesley Powell Student Research Conference. Paper 14.http://digitalcommons.iwu.edu/jwprc/2006/posters2/14THE JOHN WESLEY POWELL STUDENT RESEARCH CONFERENCE - APRIL 2006 Poster Presentation P54 EMOTIONAL DEVELOPMENT IN CHILDREN RECEIVING HEAD START SERVICES Meghan E. McGrady and Gail Walton* Psychology Department, Illinois Wesleyan University This study examined the ability of 3- to 5-year-old children receiving Head Start services to identify the six emotions (happiness, sadness, anger, fear, surprise, and disgust). Participants were randomly divided in to two groups; face first or story first. Children were then asked to identifY either the emotions depicted by facial expressions (face first group) or the emotions described in behavioral stories (story first group). A Behavior Superiority Effect for fear, anger, and disgust indicated that the story was significantly more helpful than the face in the identification of these emotions. Participants who were unable to correctly identifY the emotion based on the face or story were provided with additional information in the form of a story or face (face first received story, story first received face). The subsequent presentation of the story to· children in the face first condition significantly increased the number of correct responses. In both conditions, children s ability to correctly identifY emotion increased with age. 

Emotional Development in Children Receiving Head Start Services

http://digitalcommons.iwu.edu/cgi/viewcontent.cgi?article=2119&context=jwprc

Emotional Development in Children Receiving Head Start Services

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