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@article{ Bengtsson2011,
 title = {The impact of developing social perspective-taking skills on emotionality in middle and late childhood},
 author = {Bengtsson, Hans and Arvidsson, Åsa},
 journal = {Social Development},
 number = {2},
 pages = {353-375},
 volume = {20},
 year = {2011},
 doi = {https://doi.org/10.1111/j.1467-9507.2010.00587.x},
 urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-261513},
 abstract = {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.},
}