ArticleFrontiers in psychology2024
Preschoolers' cognitive flexibility and emotion understanding: a developmental perspective.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Effects of traditional culture picture book intervention on emotional regulation ability and neuropsychology of preschool children.Frontiers in public health · 2026Trial
- Birth Order and Screen Time as Predictors of Emotion Comprehension Development in 5- to 7-Year-Old Boys and Girls.Psychology in Russia : state of the art · 2026Article
- Validating a gamified size perception task for identifying cognitive profiles in children: a latent profile analysis of executive function and sensory measures.Frontiers in psychology · 2026Article
- Thinking, Feeling, and Moving in Kindergarten Children: How Motor Competence Shapes Executive Function Skills and Emotion Comprehension in Girls.Children (Basel, Switzerland) · 2025Article
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Abstract
Introduction: Cognitive flexibility is the ability to adapt to changing tasks or problems, while emotion understanding is the ability to interpret emotional cues and information in different contexts. Both abilities are crucial for preschoolers' socialization. Methods: This study selected 532 preschool children aged 3-6 years from two kindergartens in a central province of China. The Dimensional Change Card Sorting (DCCS) task and emotion understanding tasks were used to investigate the developmental characteristics of cognitive flexibility, emotion understanding abilities, and their relationship. Results: The results showed: (1) For cognitive flexibility, children older than 5 years scored significantly higher than younger children, and girls scored higher than boys. (2) For facial emotion recognition: (i) Children's recognition scores for happy, sad, and angry expressions were significantly higher than fear; children could accurately recognize happy, sad, and angry emotions by age 3, while fear recognition developed rapidly after age 5; (ii) Girls scored higher in recognizing fearful faces than boys. (3) For situational emotion understanding: (i) Children's development followed the hierarchical order of external, desire, clue, and belief-based understanding. Situational and desire-based understanding already reached high levels by age 3, while clue and belief-based understanding developed quickly after age 5; (ii) Girls scored higher than boys in belief-based emotion understanding. (4) Cognitive flexibility significantly predicted children's facial emotion recognition, external and desire-based emotion understanding. Discussion: Parents and teachers should cultivate children's cognitive flexibility and provide personalized support. They should also fully grasp the characteristics of children's emotion understanding development, systematically nurture their emotion understanding abilities, and leverage cognitive flexibility training to improve their emotion understanding.
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