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%T The impact of developing social perspective-taking skills on emotionality in middle and late childhood %A Bengtsson, Hans %A Arvidsson, Åsa %J Social Development %N 2 %P 353-375 %V 20 %D 2011 %K perspective taking; emotion regulation; middle childhood; late childhood %= 2011-07-21T14:23:00Z %~ http://www.peerproject.eu/ %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-261513 %X A sample of 209 children was followed longitudinally to examine the impact of growing perspective-taking skills on positive and negative emotionality in middle and late childhood. Perspective-taking skills were assessed through interviews. Teachers rated children's emotional reactivity and capacity to regain a neutral state following emotional arousal. Analyses of contemporaneous data revealed that more developed perspective-taking skills were associated with moderate levels of emotional reactivity. In addition, in children with high emotional reactivity, good perspective-taking skills were associated with good capacity to regain a neutral affective state following emotional arousal. Longitudinal analyses revealed that children who made gains in perspective-taking skills over a two-year-period became more moderate in negative emotional reactivity and improved their ability to down-regulate strong positive emotions. The overall findings support the notion that children use perspective-taking skills as a tool for optimal regulation of emotional responses. %C GBR %G en %9 journal article %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info