@article{maccormack_castro_halberstadt_rogers_2020, title={Mothers' interoceptive knowledge predicts children's emotion regulation and social skills in middle childhood}, volume={29}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12418}, abstractNote={AbstractInteroception, often defined as the perception of internal physiological changes, is implicated in many adult social affective processes, but its effects remain understudied in the context of parental socialization of children's emotions. We hypothesized that what parents know about the interoceptive concomitants of emotions, or interoceptive knowledge (e.g., “my heart races when excited”), may be especially relevant in emotion socialization and in supporting children's working models of emotions and the social world. We developed a measure of mothers' interoceptive knowledge about their own emotions and examined its relation to children's social affective outcomes relative to other socialization factors, including self‐reported parental behaviors, emotion beliefs, and knowledge of emotion‐relevant situations and non‐verbal expressions. To assess these, mothers (N = 201) completed structured interviews and questionnaires. A few months later, third‐grade teachers rated children's social skills and emotion regulation observed in the classroom. Results indicated that mothers' interoceptive knowledge about their own emotions was associated with children's social affective skills (emotion regulation, social initiative, cooperation, self‐control), even after controlling for child gender and ethnicity, family income, maternal stress, and the above maternal socialization factors. Overall, findings suggest that mothers' interoceptive knowledge may provide an additional, unique pathway by which children acquire social affective competence.}, number={2}, journal={SOCIAL DEVELOPMENT}, author={MacCormack, Jennifer K. and Castro, Vanessa L. and Halberstadt, Amy G. and Rogers, Megan L.}, year={2020}, month={May}, pages={578–599} }
 @article{castro_cheng_halberstadt_gruhn_2016, title={EUReKA! A Conceptual Model of Emotion Understanding}, volume={8}, ISSN={["1754-0747"]}, DOI={10.1177/1754073915580601}, abstractNote={ The field of emotion understanding is replete with measures, yet lacks an integrated conceptual organizing structure. To identify and organize skills associated with the recognition and knowledge of emotions, and to highlight the focus of emotion understanding as localized in the self, in specific others, and in generalized others, we introduce the conceptual framework of Emotion Understanding in Recognition and Knowledge Abilities (EUReKA). We then categorize 56 existing methods of emotion understanding within this framework to highlight current gaps and future opportunities in assessing emotion understanding across the lifespan. We hope the EUReKA model provides a systematic and integrated framework for conceptualizing and measuring emotion understanding for future research. }, number={3}, journal={EMOTION REVIEW}, author={Castro, Vanessa L. and Cheng, Yanhua and Halberstadt, Amy G. and Gruhn, Daniel}, year={2016}, month={Jul}, pages={258–268} }
 @article{castro_halberstadt_lozada_craig_2015, title={Parents' emotion-related beliefs, behaviours, and skills predict children's recognition of emotion}, volume={24}, DOI={10.1002/icd.1868}, abstractNote={Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school‐aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion‐related beliefs, behaviours, and skills. We examined parents' beliefs about the value of emotion and guidance of children's emotion, parents' emotion labelling and teaching behaviours, and parents' skill in recognizing children's emotions in relation to their school‐aged children's emotion recognition skills. Sixty‐nine parent–child dyads completed questionnaires, participated in dyadic laboratory tasks, and identified their own emotions and emotions felt by the other participant from videotaped segments. Regression analyses indicate that parents' beliefs, behaviours, and skills together account for 37% of the variance in child emotion recognition ability, even after controlling for parent and child expressive clarity. The findings suggest the importance of the family milieu in the development of children's emotion recognition skill in middle childhood and add to accumulating evidence suggesting important age‐related shifts in the relation between parental emotion socialization and child emotional development. Copyright © 2014 John Wiley & Sons, Ltd.}, number={1}, journal={Infant and Child Development}, author={Castro, V. L. and Halberstadt, A. G. and Lozada, F. T. and Craig, A. B.}, year={2015}, pages={1–22} }