@article{ref1,
title="Emotion knowledge and attentional differences in preschoolers showing context-inappropriate anger",
journal="Perceptual and motor skills",
year="2016",
author="Locke, Robin L. and Lang, Nichole J.",
volume="123",
number="1",
pages="46-63",
abstract="Some children show anger inappropriate for the situation based on the predominant incentives, which is called context-inappropriate anger. Children need to attend to and interpret situational incentives for appropriate emotional responses. We examined associations of context-inappropriate anger with emotion recognition and attention problems in 43 preschoolers (42% male; M age = 55.1 months, SD = 4.1). Parents rated context-inappropriate anger across situations. Teachers rated attention problems using the Child Behavior Checklist-Teacher Report Form. Emotion recognition was ability to recognize emotional faces using the Emotion Matching Test. Anger perception bias was indicated by anger to non-anger situations using an adapted Affect Knowledge Test. 28% of children showed context-inappropriate anger, which correlated with lower emotion recognition (β = -.28) and higher attention problems (β = .36). Higher attention problems correlated with more anger perception bias (β = .32). This cross-sectional, correlational study provides preliminary findings that children with context-inappropriate anger showed more attention problems, which suggests that both &quot;problems&quot; tend to covary and associate with deficits or biases in emotion knowledge.<br><br>© The Author(s) 2016.<p /> <p>Language: en</p>",
language="en",
issn="0031-5125",
doi="10.1177/0031512516658473",
url="http://dx.doi.org/10.1177/0031512516658473"
}