How old was the child, and what gender?
(circle one)
Is this child familiar with Tigger?
very familiar - 3 - 2 - 1 - not at all
Is this child outgoing or shy?
very outgoing - 3 - 2 - 1 - very shy
Does this child have any siblings?
yes definitely - I don't know - none
Did the child recognize Tigger's expressions?
yes, definitely - unclear - no definitely not
Did the child exhibit any mimicry of Tigger's emotions? (smile or frown)
Happy - Sad - Bouncing - no, nothing
Plus 1 for `no, nothing' and an additional point for
each emotion. Total of 4.
Did the child demonstrate caring or concern for Tigger when
he was sad? (add 1)
Could the child vocalize what to do to make him happy again?
demonstrated - vocalized - no empathy displayed
Grand total including point from above is 4.
Did the child demonstrate an understand of or awareness of other?
yes - unclear - no
Did the child demonstrate emotional restraint? Could the child control outbursts?
yes - unclear - no
How would you characterize this child's emotional development/understanding of emotions within him/herself AND others in general?
well developed - medium - very immature
| Age | Shyness | Siblings | Recognition | Mimicry |
| (3-5) | (1-3) | (1-2) | (1-2) | (1-4) |
| 2.5 | 3 | 1 | 1 | 2 |
| 3.5 | 1 | 2 | 1 | 1 |
| 3.5 | 2 | 2 | 2 | 3 |
| 3.83 | 2 | 2 | 0 | 1 |
| 4 | 2 | 0 | 2 | 1 |
| 4 | 3 | 2 | 2 | 1 |
| 4 | 3 | 2 | 2 | 2 |
| 4.3 | 2 | 2 | 1 | 1 |
| 4.5 | 1 | 2 | 0 | 3 |
| 5 | 3 | 0 | 2 | 1 |
| 5 | 3 | 2 | 2 | 4 |
| 8-9 | ||||
| Pearson | 0.53 | 0.18 | ||
| Pearson | 0.46 | 0.06 | ||
| Pearson | 0.47 | 0.00 |
The data (The zeros in the data sets signify that the evaluator was not able to assign a value, this may be due to vagueness in the child's response, technical difficulties with the video camera, or other unforeseen factors.) demonstrated significant correlations between age and recognition. This was to be expected. What was not expected was the better than chance correlation of siblings and shyness to recognition. What is possibly the most interesting is the distinct lack of correlation with mimicry. This result suggests that Piaget's hypothesis that children who have become proficient at imitation begin to imitate internally, may occur well before the third year of age. A larger sample set would be better able to confirm or deny such correlations.
| Age | Shyness | Siblings | Sense of ``other'' |
| (3-5) | (1-3) | (1-2) | (1-2) |
| 2.5 | 3 | 1 | 1 |
| 3.5 | 1 | 2 | 1 |
| 3.5 | 2 | 2 | 2 |
| 3.83 | 2 | 2 | 1 |
| 4 | 2 | 0 | 2 |
| 4 | 3 | 2 | 2 |
| 4 | 3 | 2 | 2 |
| 4.3 | 2 | 2 | 2 |
| 4.5 | 1 | 2 | 2 |
| 5 | 3 | 0 | 2 |
| 5 | 3 | 2 | 2 |
| 8-9 | 2 | ||
| Pearson | 0.08 | 0.66 | |
| Pearson | 0.22 | ||
| -0.35 | Pearson | 0.50 |
The highly significant result from this data is the apparent correlation between both age and a sense of ``other'' (which is to be expected) and the presence of siblings to the development of a sense of ``other''. This is a very interesting result, and one that begs for further study.
| Age | Shyness | Siblings | Empathy | Emotional restraint | assessment of EI |
| (3-5) | (1-3) | (1-2) | (1-4) | (1-2) | (1-3) |
| 2.5 | 3 | 1 | 4 | 1 | 1 |
| 3.5 | 1 | 2 | 1 | 2 | 2 |
| 3.5 | 2 | 2 | 4 | 2 | 2 |
| 3.83 | 2 | 2 | 1 | 1 | 1 |
| 4 | 2 | 0 | 4 | 2 | 2 |
| 4 | 3 | 2 | 4 | 1 | 3 |
| 4 | 3 | 2 | 4 | 1 | 3 |
| 4.3 | 2 | 2 | 3 | 2 | 3 |
| 4.5 | 1 | 2 | 4 | 2 | 3 |
| 5 | 3 | 0 | 4 | 2 | 3 |
| 5 | 3 | 2 | 2 | 2 | 3 |
| 8-9 | |||||
| Pearson | -0.02 | 0.48 | 0.76 | ||
| Pearson | 0.35 | -0.48 | 0.14 | ||
| Pearson | -0.28 | 0.40 | 0.58 |
This final block of data clearly demonstrates the correlation between age and perceived emotional intelligence. This correlation was expected, and as such provides support to the validity of the other measures in the Affective Tigger project. Interestingly, there is also a significant correlation between having siblings and emotional intelligence. As mentioned before, this controversial issue distinctly needs further study. The correlation between age and emotional restraint suggest that this is one of the last factors to develop within the child, and perhaps a study including 6 year olds would show more correlation. Finally, there is an inverse correlation between shyness and emotional restraint. This too is to be expected, in that the more shy the child appears, the less likely she is to exhibit extreme emotional reactions. Overall the lack of shyness correlation demonstrates that it is not detrimental to the development of a child.