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Two experiments investigated the effects of sadness, anger, and happiness on 4- to 6-year-old children's memory and suggestibility concerning story events. In Experiment l, children were presented with 3 interactive stories on a video monitor. The stories included protagonists who wanted to give the child a prize. After each story, the child completed a task to try to win the prize. The outcome of the child's effort was manipulated in order to elicit sadness, anger, or happiness. Children's emotions did not affect story recall, but children were more vulnerable to misleading questions about the stories when sad than when angry or happy. In Experiment 2, a story was presented and emotions were elicited using an autobiographical recall task. Children responded to misleading questions and then recalled the story for a different interviewer. Again, children's emotions did not affect the amount of story information recalled correctly, but sad children incorporated more information from misleading questions during recall than did angry or happy children. Sad children's greater suggestibility is discussed in terms of the differing problem-solving strategies associated with discrete emotions. Keywords: suggestibility, memory, emotion, discrete emotions

Relations among effortful control/low negative emotionality, immediate reactions in a situation that calls for the masking of disappointment, and social competence/adjustment are investigated for 78 preschool children. It is found that children's immediate verbal/gestural reactions to disappointment partially mediated the relations between effortful control and social competence/adjustment.

A total of 50 behaviorally disruptive (conduct-disordered or oppositional defiant-disordered) adolescents and 50 comparison adolescents have assessed how they expected to feel following both aggressive and nonaggressive situations. Compared with their peers, behaviorally disruptive adolescents expected fewer normative emotions and exhibited somewhat more of an anger emphasis in their nonaggressive emotion attributions.

The past event conversations of 33 mothers with their 3-year-old children (18 girls and 15 boys) are selected from a larger sample based on their discussion of negative events. Conversations about minor negative experiences demonstrate that mothers can influence children's involvement in discussions and understanding and understanding of the past.

The effects of age, and intensity and emotion category on healthy childrenEs developing emotion-processing from 4 to 15 years are examined. Results indicate that important components of emotion processing are expression intensity and emotion category which affect their ability to process the face.