The nomological network of emotion knowledge and emotion understanding in adults: evidence from two new performance-based tests

Schlegel, Katja; Scherer, Klaus R. (2018). The nomological network of emotion knowledge and emotion understanding in adults: evidence from two new performance-based tests. Cognition and emotion, 32(8), pp. 1514-1530. Routledge, Taylor & Francis Group 10.1080/02699931.2017.1414687

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Emotion understanding, which can broadly be defined as expertise in the meaning of emotion, is a core component of emotional intelligence and facilitates better intra- and interpersonal outcomes. However, to date only very few standard tests to measure emotion understanding in healthy adults exist. Here, we present two new performance-based tests that were developed and are scored based on componential emotion theory and large-scale cross-cultural empirical findings. These instruments intend to measure facets of emotion understanding that are not included in existing tests. The first test (Geneva EMOtion Knowledge test - Blends; GEMOK-Blends) measures the ability to understand and label emotional experiences of a target person from a description of emotion features covering five emotion components (appraisal, feeling, action tendencies, expression, and physiology) embedded in a written vignette. The second test (GEMOK-Features) measures semantic knowledge about which features from each component are characteristic of emotion episodes described by a specific emotion label. In four studies, we found evidence for the good internal consistency and construct validity of these tests. Both tests were positively correlated with other emotional abilities and cognitive ability and showed meaningful associations with a variety of personality and demographic variables.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics

UniBE Contributor:

Schlegel, Katja

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

0269-9931

Publisher:

Routledge, Taylor & Francis Group

Language:

English

Submitter:

Katja Schlegel

Date Deposited:

19 Apr 2018 14:54

Last Modified:

07 Mar 2019 17:02

Publisher DOI:

10.1080/02699931.2017.1414687

PubMed ID:

29235929

URI:

https://boris.unibe.ch/id/eprint/109975

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