THE DEVELOPMENT OF CONCEPTS OF SIMULTANEITY IN CHILDREN'S UNDERSTANDING OF EMOTIONS

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Abstract
The development of children''s understanding of simultaneously occurring emotions was investigated. A developmental progression was found in their giving examples of ambivalent situations (e.g. characterised by both happiness and anger); and in their descriptions of situations. The youngest children (mean age = 5.8) gave as examples of ambivalence two unrelated events associated with different emotions. At the next stage children (mean age = 7.0) were able to connect sequentially two events. At a third stage (mean age = 10.1) the children were able to conceive of situations in which two emotions of opposite valence occurred simultaneously.

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