THE LANGUAGES OF AFFECT - DEVELOPMENTAL AND FUNCTIONAL CONSIDERATIONS

Children's conversations were investigated to determine whether a theo ry of motivated behavior was revealed that explains the causes which p roduce an affect, the object of the affect, its behavioral and physiol ogical signs, and the consequences of experiencing the affect. Also ex amined was whether discussions varied for two affect categories: prefe rences and emotions. One analysis was based on the conversations of 39 children ages 4.5 to 5 years old who represented diverse racial and s ocial class groups. Children were taped talking to peers, family membe rs, and teachers in 10 settings. Causes and consequences were more lik ely to be supplied for emotions than preferences. A second analysis wa s based on longitudinal data collected on four 2-year-olds. These chil dren and their parents also provided more information about emotions t han preferences. The semantic and pragmatic bases of the distinction b etween preferences and emotions provided a framework for understanding the two ways of talking about affects.