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Culture conditioned verbal description of the image of God. Research on cognitive representation in childhood

100%
Kielar-Turska M.
Polish Psychological Bulletin
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2007
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vol. 38
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issue 3
140-148
EN
The article presents results of research on changes in both external (expressed verbally) and internal (shown in meanings of statements) cognitive representation in late childhood. The results show changes which take place under the influence of such variables as age, religion, and country of residence. The object of the research was the area of representation which is clearly related to social and cultural conditions - the image of God. The research included 120 children, aged eight and ten years, living in England, Spain, and Poland, being believers of three religions, i.e. Roman-Catholicism, Baptism, and Islam. The children were tested with the use of Piaget's clinical conversation technique. The obtained statements were qualitatively processed by means classification and then statistically processed in order to reveal the relationship between individual aspects of the image of God and the different variables (age, religion, country of residence). The research allowed the universal attributes of God to be discovered, namely: the anthropomorphic perception of God; the description of God through his actions; the connection between the image of God and child's experiences and emotions. Significant differences related to religion, country of residence and age were also observed.
2

DEFINING EMOTIONS IN COMMUNICATIVE SITUATIONS

100%
Kielar-Turska M.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
125-138
EN
Verbal expressions of emotions are preceded in ontogenesis by nonverbal means, which serve for establishing contact with other people (Parkinson 1994; Dolinski 2000). Verbal means serve for: expressing attitudes, describing causes and effects, experiences, and for directly defining emotions. Mastering names of emotions enables differentiation of own experiences and communication about them with other people (Szuman 1968; Semin et al. 2002). The ability for verbal expression of emotions changes in ontogenesis (Bartsch & Wellman 1995; Bretherton, Beeghly 1982; Camaioni 1997; Dunn 1998; Kopeae 2000; Przetacznikowa 1967; Saarni 1988) The article presents results of research on 90 children (age 5, 7, 9), concerning the use of names of emotions in given communication situations and checking their understanding of chosen emotion names. There was a statistically significant correlation between understanding and using terms of emotions in communicative situations. In early childhood, there is a noticeable shift from the level of describing causes and symptoms of emotions, to the level of using names of emotions in accordance with their meaning. Frequency of use of names of emotions in communicative situations increases with age. Statistically significant quantitative changes concern both positive and negative emotions (with the exception of the name 'love'). Verbs are mainly used for describing emotions. Research has shown that cognitive representation of emotion functions on several levels (Karmiloff-Smith 1995) simultaneously: verbal and nonverbal, which indicates its exceptional complexity.
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