Children’s recognition of emotion expressed by own-race versus other-race faces

Segal, Shira C.; Reyes, B. Nicole; Gobin, Keisha C.; Moulson, Margaret C.

doi:10.1016/j.jecp.2019.01.009

Cited by 20 publications

(12 citation statements)

References 59 publications

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“…Emotion recognition through facial stimuli has been robustly demonstrated in the literature (Adolphs, 2002b;Gur et al, 2002;Ruiz-Ruiz et al, 2006;Aviezer et al, 2008;Zaja and Rojahn, 2008;Pollak et al, 2009;Harms et al, 2010;Segal et al, 2019). The recognition of facial emotions is understood as a process in which facial characteristics are perceived and analyzed as a means of identifying a specific emotional state (Adolphs, 2002a,b).…”

Section: Introductionmentioning

confidence: 99%

“…According to a study by Nelson and Mondloch (2019), which compared emotion perception in children and adults, adults are more accurate than children, but the pattern of visual attention during the task does not differ. Segal et al (2019) studied emotion recognition from facial expressions of individuals of different races. They determined that children are less precise in identifying emotions than adults.…”

Section: Introductionmentioning

confidence: 99%

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Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others

2021

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The aim of this study was to assess the relationship between the self-concept of children and their ability to recognize emotions in others from facial expressions. It is hypothesized that children use their self-representations to interpret depictions of emotion in others and that higher self-concepts might be associated with earlier development of emotion recognition skills. A total of 54 children aged between 5 and 11 years participated in this study. Self-concept was assessed in all children using the Piers-Harris Self-Concept Scale for Children (Piers-Harris 2). To assess emotion recognition, a computerized instrument, the Penn Emotion Recognition Task (PERT), was applied. Despite the small sample of children, results show clear statistical effects. It is shown that emotion recognition ability is directly correlated with self-concept for intellectual/school status. The ability to correctly identify emotions from facial expressions is affected by general self-concept, intellectual/school status, and stimulus features of gender, intensity, and emotion. Further analysis shows that the general self-concept of children particularly affects the ability to identify happy faces. Children with a higher intellectual status score recognize happiness and neutral faces more easily. We concluded that the self-concept in children relates to the ability to recognize emotions in others, particularly positive emotions. These findings provide some support to the simulation theory of social cognition, where children use their own self-representations to interpret mental states in others. The effect of the self-concept for intellectual status on emotion recognition might also indicate that intellectual abilities act as a mediator between self-concept and emotion recognition, but further studies are needed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others

2021

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“…In addition, the perceptual sensitivity for identifying facial expressions as belonging to their prototypical contexts across all age groups had the following order (from high to low): “happy,” “angry,” “sad,” “surprise,” “disgust,” and “fear” (cf. Durand et al, 2007; Herba et al, 2006; Rodger et al, 2018; Segal et al, 2019; Thomas et al, 2007; Vicari et al, 2000; Widen & Russell, 2013). The fact that the perceptual sensitivity for happy facial expressions was higher than for any other expression is in line with studies that have shown that humans of all ages tend to be very accurate in classifying, discriminating, and identifying happy faces (Gao & Maurer, 2009; 2010; Herba et al, 2006; Rodger et al, 2018; Thomas et al, 2007; Vicari et al, 2000; Widen, 2013).…”

Section: Discussionmentioning

confidence: 99%

Children’s perception of facial expressions.

Bordes¹,

Hasselman²,

Cox³

2021

Developmental Psychology

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This study investigated the developing ability of children to identify emotional facial expressions in terms of the contexts in which they generally occur. We presented Dutch 6-to 9-year-old primary school children (N = 164, 98 girls) prototypical contexts for different emotion categories and asked them whether different kinds of facial expressions belonged to those contexts or not, using a 2-alternative forced-choice task. Correct and incorrect responses were quantified into a single index using signal detection theory, representing children's sensitivity to perceive each facial expression as categorically different from each of the others in terms of their prototypical contexts. Results show age-related improvements in identifying facial expressions as belonging to their prototypical contexts. In addition, we found that older children not only made less misidentifications but also misidentified less kinds of facial expressions to the prototypical contexts. Furthermore, the kinds of misidentifications children made suggest that they do not identify facial expressions based on their conceptual emotional valence. Results were discussed from a perceptual learning account.

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“…Adults and children have different ability in recognizing emotions (De Sonneville et al, 2002; Morton & Trehub, 2001; Nelson & Mondloch, 2018; Segal et al, 2019). There are two different views on the ability of adults and children to recognize body expressions.…”

Section: Introductionmentioning

confidence: 99%

Validation of the bodily expressive action stimulus test among Chinese adults and children

Yang

Hou

2022

PsyCh Journal

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The bodily expressive action stimulus test (BEAST) is developed to provide a set of standardized emotional stimuli for experimental investigations of emotion and attention, and the consistency has been validated in adult populations abroad. However, the consistency of this test in the Chinese population is unclear. To this end, 42 images of each category of emotion (happiness, sadness, fear, and anger) were selected from 254 images of the original stimulus set to further examine the consistency of the BEAST in Chinese population. Thirty‐one Chinese college students and 41 Chinese preschool children participated in this study. All of them were asked to complete an emotion recognition and judgment task. Results showed that adults had a high degree of consistency in rating these pictures, while the children's consistency was at a medium level. For adults, sadness was the easiest to recognize, followed by fear and anger, while happiness was the hardest to recognize. For children, fear was the easiest to recognize, anger and sadness were second, and happiness was also the hardest to recognize. At the same time, adults were more accurate in identifying happiness and sadness than children. For adults, they were more likely to confuse positive emotions with negative emotions. They tended to mistake sadness, fear, and anger for happiness. For children, they were more likely to identify sadness as fear and happiness. They also tended to recognize anger as fear. These results indicate that the recognition performance of BEAST images for Chinese and Western adults are roughly the same, however, in the same cultural context, the recognition performance of adults and children are very different, and generally the recognition accuracy rate of adults is higher than that of children.

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Children’s recognition of emotion expressed by own-race versus other-race faces

Cited by 20 publications

References 59 publications

Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others

Relationship Between the Self-Concept of Children and Their Ability to Recognize Emotions in Others

Children’s perception of facial expressions.

Validation of the bodily expressive action stimulus test among Chinese adults and children

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