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The Interplay of Non-Verbal Intelligence and Cognitive Functions in Understanding Emotions in Preschool Children
Psychology Research and Behavior Management. 2025. Vol. 18. P. 1531–1544.
Charkhabi M., Gavrilova M., Tarasova K., Chichinina E., Dutheil F.
Editor of translation: G. Topa
Objective: Emotions are known to play a vital role in the lives of children; however, not all children possess an equal understanding of emotions. This suggests the influence of cognitive abilities and functions on the development of emotion understanding during different developmental phases. This study aims to explore the link between non-verbal intelligence and emotion understanding in children. Also, it examines a mediation model to assess the extent to which cognitive functions mediate this link. Finally, it aims to compare the strength of mediation paths between boys and girls through testing a moderated mediation model.
Methods: To test the research hypotheses, a sample of 272 children (M = 63.40 months, SD = 3.74) including 81 boys and 138 girls was recruited. The parents of the remaining 53 children chose not to specify their children’s gender. Participants responded to scales on non-verbal intelligence, executive cognitive functions and emotion understanding.
Results: The results suggested that there is a statistically positive relationship between non-verbal intelligence and emotion understanding. Also, the executive cognitive functions were positively associated with both non-verbal intelligence and emotion understanding. The results of multiple mediation analysis revealed that only the inhibition mediated the link between non-verbal intelligence and emotion understanding.
Conclusion: These findings suggest that not all executive cognitive functions can explain the underlying mechanism between non-verbal intelligence and emotion understanding, however, inhibition emerged as the stronger mediator in this relationship.
Petrovskiy V., Психология. Журнал Высшей школы экономики 2016 Т. 13 № 3 С. 612 – 622
Два открывателя новизны, два мыслителя, один в науке, другой в искусстве — Владимир
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смелость фантазии — все это «их общее». Архитектор новаторской рефлексивной теории,
В.А. Лефевр перебросил мост между двумя реалиями – по ту и по сю сторону Я человека.
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This paper focuses on reflexive problematic statements represented by modal judgments of validity (subjective truth) and their combinations. It is proposed to describe these statements at three levels: reflexive problematic statements per se, modal judgments that characterize the validity of sentences constituting complex statements, and matrix representations of modal judgments. Modal judgments, as part of ...
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Kasprzhak A. G., Образовательная политика 2026 Т. 26 № 3 С. 98–102
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This methodological guide is based on a systematic approach, combining theoretical foundations with practical guidelines for organizing the educational process in inclusive settings. The manual consists of five sections, structured logically from general to specific.
The first section includes general recommendations that take into account the specific ways blind and visually impaired students perceive learning materials. The ...
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This paper examines the psychological well-being of university students across various learning formats (in-person, online, and hybrid) and reflects on the role artificial intelligence (AI) tools play in supporting this well-being. The paper analyzes the impact of the learning formats on the dynamics of anxiety and depression levels in students, on their coping strategies for ...
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Yusupova E., Ogundele K. S., Durodola F. A., Social Psychology of Education 2026 No. 29 Article 127
This study examines the association between teacher expectations and mathematics growth among first-grade students in Russia. The sample included 1,155 students and 48 teachers from public schools in two Siberian regions. Students’ mathematics performance was assessed using START, with vertical test alignment used to measure individual growth. Multilevel regression models estimated on 20 multiply imputed ...
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WANG P., YANG Y., ZHANG Y. et al., Chinese Journal of Applied Psychology 2025 Vol. 31 No. 1 P. 45–53
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Gavrilova E., Novoselova K., Myachykov A. et al., Psychology. Journal of the Higher School of Economics 2026 Vol. 23 No. 3 P. 498–511
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Background:
Cognitive functions play a crucial role in children’s lives. This role is especially important during the transition from preschool to elementary school, as it assists children adapt to the new educational setting. Understanding factors that may exacerbate the development of cognitive functions during this transition can contribute to a successful transition to school. It also ...
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