Wintre, M. G., & Vallance, D. D. A. (1993). A Developmental Sequence in the Comprehension of Emotions: Multiple Emotions, Intensity, and Valence. Developmental Psychology, 30(4), 509-5. doi: 10.1037/0012-16126.96.36.1999
Wang, Qi. (2003). Emotion situation knowledge in American and Chinese preschool children and adults, Cognition & Emotion, 17(5), 725-746.
Primary use / Purpose:
Piagetian and neo-Piagetian developmental psychologists believe that childhood is marked by a series of punctuated cognitive developments. This view requires that children of increasingly older age should be ever more capable of managing cognitively demanding tasks. Furthermore, this view requires that some degree of consistency exists in terms of the age at which specific cognitive abilities are developed. The Emotional Cognitive Scale (ECS) was developed to measure childrens grasp of their own emotions by asking them how they think they would feel in a number of given situations. Importantly, the scale allows for five different simultaneous emotional responses, each of which can vary in emotion and valance. In accord with Piagetian principles, the (ECS) has been shown to facilitate responses of increasing nuance as children develop and attain greater understading of their emotions.
The psychometric properties of the Emotional Cognitive Scale (ECS) are discussed in Wintre & Vallance (1993).
A photograph of the apparatus developed for this scale is provided in the link above.