Examining the impact of diglossia on emotional development in other languages and populations

The gap

Evidence profile

Sourced from the abstract and future-work section and limitations section and future work of the source papers, classified as general, drawn from work published between 1982 and 2025, spanning 4 journals. Those papers have been cited 569 times in total.

Supporting evidence — 5 representative gaps

• Looking Across Domains to Understand Infant Representation of Emotion (2011) · Emotion Review · cited 49× · doi

  In addition, the review indicates that some very basic questions remain to be answered regarding how infants represent facial displays of emotion, including (a) whether infants form category representations for discrete classes of emotion, when and how such representations come(b) to incorporate affective meaning, (c) the developmental trajectory for representation of emotional expression at different levels of inclusiveness (i.

  generalabstractevidence 5/5
  Keywords: infants emotion representations addition review indicates basic questions remain answered regarding represent facial displays including
• Gender differences in emotional development: A review of theories and research (1985) · Journal of Personality · cited 243× · doi

  Further studies on defenses and display rules are needed to thoroughly explore the ways in which rules for the expression of affect vary as a function of age, culture, and situational context. Research should examine the relationship between emotional development and personality development. The development of interventions to promote healthy emotional development should be informed by an understanding of gender differences in emotional development.

  generalfuture-work sectionevidence 5/5
  Keywords: further studies defenses display rules needed thoroughly explore
• Gender differences in emotional development: A review of theories and research (1985) · Journal of Personality · cited 243× · doi

  Methodological difficulties abound in the study of gender differences in emotional development. Emotions are multidimensional constructs, making it difficult to generalize about gender differences. The study of gender differences in emotional development is limited by theoretical and methodological limitations.

  generallimitations sectionevidence 5/5
  Keywords: methodological difficulties abound study gender differences emotional development
• The Impact of Arabic Diglossia on Social-Emotional Skills in the Fifth and Seventh Grades (2025) · Journal of Psycholinguistic Research · cited 4× · doi

  examining the impact of diglossia on emotional development in other languages and populations, - investigating the role of language in shaping emotional experiences and self-perception, - exploring the implications of diglossia for theoretical models of language-emotion interaction and pedagogical approaches

  generalfuture-work sectionevidence 5/5
  Keywords: examining impact diglossia emotional development other languages populations
• Perspectives on an integrated theory of emotional development (1982) · New Directions for Child and Adolescent Development · cited 30× · doi

  In this chapter, we have discussed traditional and contemporary per- spectives with respect to a theory of emotions and emotional development. In the course of the discussion we considered various features of emotional devel- opment that are intrinsic to emotional development, such as qualitative changes in emotional experience and expression, as well as phenotypic changes in emotional expression and changes in the contexts in which emotions are ex- pressed and experienced at various points in development. In addition, mainly because most of the existing models of development focus on emotions only as a secondary aspect of development, we discussed emotional development in relation to cognitive, personality, social, and language development. We raised questions regarding the nature of these relationships and the differences in the contents and mechanisms of the various areas of development. In Table 3 we summarize the issues raised. Moreover, we have made a first attempt at mapping the well-established and other potentially correlated devel- opmental changes of the respective domains of the mind. In the following sec- tion, we will present some of these well-documented developments as well as the correlated, thus far theoretically based, changes in the emotional domain. Cognition. As we showed in our discussion of Piaget’s conceptions of the relationship between emotional and cognitive development, the cognitive competences characteristic of Piaget’s various stages of development are po- tentially necessary, if not sufficient or even necessary and sufficient, condi- tions for new developments in the emotional domain. Therefore, it is impor- tant in the course of the construction of a model of emotional development to relate systematically the developments of children’s cognitive and emotional competences. In addition to the more descriptive mapping of the develop- ments in the two domains, their more explicit temporal correlation will pro- f o s m s i n a h c e M t n e m b o l e v e D f o e g a u g n a L s n o i t o m E t u o b a s e i r o e h T s n o i t o m E t x e t n o C s n o i t o m E ) s n o i s s e r b x E ( l a i c o S e u i t c e b s r e P d n a e v i t i n g o C f o n o i t a r g e t n I n a s d r a w o T : t n e m p o l e v e D l a n o i t o m E f o s t c e p s A s u o i r a V . 3 e l b a T ~ ~ ~ t n e m p o l e v e D l a n o i t o m E o t t c e p s e R h t i W s e v i t c e p s r e P l a i c o S n o i t a d o m m o c c a , n o i t a l i m i s s a l a u d i v i d n i t A : l e v e l n o i t a r b i l i u q e : l e v e l l a i c o s t A d n a l a n o s r e p y a l p s i d l a i c o s s e l u r n o i t a d o m m o c c a t a a i r b i l i u q e s i d s t n i o p s u o i r a v t n e m p o l e v e d n i

  generalfuture workevidence 5/5
  Keywords: emotional development changes various well cognitive emotions developments discussed course discussion devel expression addition raised

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