Emotion Understanding and Social Competence in Balanced Bilinguals and Language-Dominant Children

Authors

Katrina Meza, University of Texas-Pan American

Date of Award

5-2010

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

First Advisor

Dr. Amy A. Weimer

Second Advisor

Dr. Philip G. Gasquoine

Third Advisor

Dr. Darrin L. Rogers

Abstract

The present study investigated the development of emotion understanding and social competence among 106 culturally and linguistically diverse children (50 girls and 56 boys). It investigated if there were differences in the development of emotion understanding and social competence between balanced bilinguals and language-dominant children. Balanced bilinguals outperformed language-dominant children on two advanced tasks of emotion understanding, in which they evidenced an increased understanding that emotions can be based on desires and that emotions can be hidden. Balanced bilinguals and language-dominant children follow a similar developmental trajectory on emotion understanding. There were no significant differences between language groups in social competence ratings, SES, age, and gender.

Comments

Copyright 2010 Katrina Meza. All Rights Reserved.

https://www.proquest.com/dissertations-theses/emotion-understanding-social-competence-balanced/docview/725643126/se-2

Granting Institution

University of Texas-Pan American