The Interplay of Non-Verbal Intelligence and Cognitive Functions in Understanding Emotions in Preschool Children.

IF 3.2 3区心理学 Q2 PSYCHOLOGY, CLINICAL

Psychology Research and Behavior Management Pub Date : 2025-06-30 eCollection Date: 2025-01-01 DOI:10.2147/PRBM.S525241

Morteza Charkhabi, Margarita Gavrilova, Kristina Tarasova, Elena Chichinina, Frederic Dutheil

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引用次数: 0

Abstract

Objective: Emotions are known to play a vital role in the lives of children; however, not all children possess an equal understanding of emotions. This suggests the influence of cognitive abilities and functions on the development of emotion understanding during different developmental phases. This study aims to explore the link between non-verbal intelligence and emotion understanding in children. Also, it examines a mediation model to assess the extent to which cognitive functions mediate this link. Finally, it aims to compare the strength of mediation paths between boys and girls through testing a moderated mediation model.

Methods: To test the research hypotheses, a sample of 272 children (M = 63.40 months, SD = 3.74) including 81 boys and 138 girls was recruited. The parents of the remaining 53 children chose not to specify their children's gender. Participants responded to scales on non-verbal intelligence, executive cognitive functions and emotion understanding.

Results: The results suggested that there is a statistically positive relationship between non-verbal intelligence and emotion understanding. Also, the executive cognitive functions were positively associated with both non-verbal intelligence and emotion understanding. The results of multiple mediation analysis revealed that only the inhibition mediated the link between non-verbal intelligence and emotion understanding.

Conclusion: These findings suggest that not all executive cognitive functions can explain the underlying mechanism between non-verbal intelligence and emotion understanding, however, inhibition emerged as the stronger mediator in this relationship.

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非言语智力与认知功能在学龄前儿童情绪理解中的相互作用。

目的：众所周知，情绪在儿童的生活中起着至关重要的作用；然而，并不是所有的孩子都对情感有同样的理解。这表明认知能力和功能在不同发育阶段对情绪理解发展的影响。本研究旨在探讨儿童非语言智力与情绪理解之间的关系。此外，它还检验了一个中介模型，以评估认知功能介导这种联系的程度。最后，通过测试一个有调节的中介模型，比较男孩和女孩之间的中介路径的强度。方法：为检验研究假设，选取272名儿童（M = 63.40个月，SD = 3.74），其中男童81名，女童138名。其余53名孩子的父母选择不透露孩子的性别。参与者对非语言智力、执行认知功能和情绪理解进行了测试。结果：非语言智力与情绪理解之间存在显著正相关。此外，执行认知功能与非语言智力和情绪理解呈正相关。多重中介分析结果表明，非言语智力与情绪理解之间的联系只有抑制起中介作用。结论：并非所有的执行认知功能都能解释非言语智力与情绪理解之间的潜在机制，而抑制在这一关系中起着更强的中介作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology Research and Behavior Management Multiple-

CiteScore

4.50

自引率

4.70%

发文量

341

审稿时长

16 weeks

期刊介绍： Psychology Research and Behavior Management is an international, peer-reviewed, open access journal focusing on the science of psychology and its application in behavior management to develop improved outcomes in the clinical, educational, sports and business arenas. Specific topics covered in the journal include: -Neuroscience, memory and decision making -Behavior modification and management -Clinical applications -Business and sports performance management -Social and developmental studies -Animal studies The journal welcomes submitted papers covering original research, clinical studies, surveys, reviews and evaluations, guidelines, expert opinion and commentary, case reports and extended reports.