Within the theoretical framework of metacognition and emotion (Pons, Doudin, Harris, de Rosnay, 2002; Albanese, 2003), the Test of Emotion Comprehension (Pons, Harris, 2000) was created to evaluate children’s development in understanding the nature, the causes and the possibility of control of emotions. This comprehension, related to children’s theory of mind (Harris, 2000), includes at least nine distinct components: recognition, external causes, desire, belief, reminder, regulation, hiding, mixed, morality (Pons, Harris, de Rosnay, 2004). TEC allows the simultaneous assessment of all these various components using an A4 picture book with a simple cartoon scenario in the upper section of each page. Beneath each scenario, there are four emotional outcomes, typically represented as facial expressions. For any given component, children are presented with a vignette and asked to identify the emotion that the protagonist would feel by choosing among four alternatives depicting different facial emotional expressions. Studies using TEC in different countries and languages showed that children’s general level of emotion understanding developed clearly and quite regularly between the ages of 3 and 11 years (Pons et al., 2004). The Italian standardization of TEC involves several research units from different Italian Universities (Milano-Bicocca, Turin, Pavia and Parma in the north of Italy; Rome and Florence in the centre) which collected data from 967 children, distributed on the basis of general Italian population, gender, and age. Children, who had no developmental and learning problems, were tested in their nursery or primary school. Data analysis shows that children display a clear improvement by age in the comprehension of each component: we found significant differences by age, and seven out of nine items provide an acceptable Mokken scale (Mokken, 1971, van Schuur, 2003). Data will be discussed in terms of validation process, individual differences and educational implications.
Albanese, O., Molina, P., Grazzani, I., De Stasio, S., Farina, E., Fiorilli, C., et al. (2007). The assessment of emotion understanding: The Italian standardization of the Test of Emotion Comprehension (TEC). In Proceedings (pp.44-47). Padova : Cleup.
The assessment of emotion understanding: The Italian standardization of the Test of Emotion Comprehension (TEC)
ALBANESE, OTTAVIA;GRAZZANI, ILARIA;FARINA, ELEONORA;FIORILLI, CATERINA;ANTONIOTTI, CARLA;
2007
Abstract
Within the theoretical framework of metacognition and emotion (Pons, Doudin, Harris, de Rosnay, 2002; Albanese, 2003), the Test of Emotion Comprehension (Pons, Harris, 2000) was created to evaluate children’s development in understanding the nature, the causes and the possibility of control of emotions. This comprehension, related to children’s theory of mind (Harris, 2000), includes at least nine distinct components: recognition, external causes, desire, belief, reminder, regulation, hiding, mixed, morality (Pons, Harris, de Rosnay, 2004). TEC allows the simultaneous assessment of all these various components using an A4 picture book with a simple cartoon scenario in the upper section of each page. Beneath each scenario, there are four emotional outcomes, typically represented as facial expressions. For any given component, children are presented with a vignette and asked to identify the emotion that the protagonist would feel by choosing among four alternatives depicting different facial emotional expressions. Studies using TEC in different countries and languages showed that children’s general level of emotion understanding developed clearly and quite regularly between the ages of 3 and 11 years (Pons et al., 2004). The Italian standardization of TEC involves several research units from different Italian Universities (Milano-Bicocca, Turin, Pavia and Parma in the north of Italy; Rome and Florence in the centre) which collected data from 967 children, distributed on the basis of general Italian population, gender, and age. Children, who had no developmental and learning problems, were tested in their nursery or primary school. Data analysis shows that children display a clear improvement by age in the comprehension of each component: we found significant differences by age, and seven out of nine items provide an acceptable Mokken scale (Mokken, 1971, van Schuur, 2003). Data will be discussed in terms of validation process, individual differences and educational implications.
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