Children's reliance on situational and vocal expression of emotions: Consistent and conflicting cues

Hortaçsu, Nuran; Ekinci, Birsen

doi:10.1007/bf01462004

Cited by 21 publications

(32 citation statements)

References 34 publications

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“…The age-related increase in emotion-recognition accuracy for both facial and vocal modalities was also consistent with previous findings (Nowicki, 2008;Rosenqvist, Lahti-Nuuttila, Laasonen, & Korkman, 2013;Rothman & Nowicki, 2004). Furthermore, the finding that preschoolers were more accurate at recognizing and labelling angry, compared with happy and sad expressions is largely consistent with previous research (Hortacsu & Ekinci, 1992). The finding that happy vocal expressions were more difficult to recognize compared to angry is also generally consistent with previous research and indicates that, although happiness is more easily recognizable from facial expressions (Ekman, 1994), it is more difficult to identify in vocal expressions (Elfenbein & Ambady, 2002;Scherer, 2003).…”

Section: Discussionsupporting

confidence: 91%

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Chronaki

Garner

Hadwin

et al. 2013

Child Neuropsychology

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Section: Discussionsupporting

confidence: 91%

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Chronaki

Garner

Hadwin

et al. 2013

Child Neuropsychology

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“…Based on previous studies (Aguert, Laval, Le Bigot, & Bernicot, 2010;Hortaçsu & Ekinci, 1992) revealing that children give priority to situational context over emotional prosody when inferring the emotional states of others, we focused on this issue and broadened the investigation to find out whether the natural combination of emotional prosody and facial expressions (i.e., paralinguistic cues) can overcome the influence of situational context (i.e., extralinguistic cues), and if so, at what age.…”

mentioning

confidence: 99%

Children’s understanding of others’ emotional states

Gil

Aguert

Bigot

et al. 2014

International Journal of Behavioral Development

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The ability to infer the emotional states of others is central to our everyday interactions. These inferences can be drawn from several different sources of information occurring simultaneously in the communication situation. Based on previous studies revealing that children pay more heed to situational context than to emotional prosody when inferring the emotional states of others, we decided to focus on this issue, broadening the investigation to find out whether the natural combination of emotional prosody and faces (that is, paralinguistic cues) can overcome the dominance of situational context (that is, extralinguistic cues), and if so, at what age? In Experiment 1, children aged 3-9 years played a computer game in which they had to judge the emotional state of a character, based on two sources of information (that is, extralinguistic and paralinguistic) that were either congruent or conflicting. In Condition 1, situational context was compared with emotional prosody; in Condition 2, situational context was compared with emotional prosody combined with emotional faces. In a complementary study (Experiment 2) the same 3-year-olds performed recognition tasks with the three cues presented in isolation. Results highlighted the fundamental role of both cues, as a) situational context dominated prosody in all age groups, but b) the combination of emotional facial expression and prosody overcame this dominance, especially among the youngest and oldest children. We discuss our findings in the light of previous research and theories of both language and emotional development.

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“…Studies examining the development of vocal emotion recognition have mainly relied on linguistic stimuli (Baum & Nowicki, 1998;Hortacsu & Ekinci, 1992). While there is some evidence that preschoolers can recognize the speaker's angry, happy, and neutral emotional state (Hortacsu & Ekinci, 1992), further research has found that 4-and 5-year-old children make more errors when asked to recognize sentences with angry, happy, and sad tone of voice compared to 9-and 10-year-old children (McClanahan, 1996;Mitchell, 1995), suggesting that recognition accuracy improves from the preschool years to middle childhood.…”

mentioning

confidence: 99%

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

Chronaki

Hadwin

Garner

et al. 2014

British J of Dev Psycho

135

125

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Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non-linguistic vocal emotion processing in childhood. We compared facial and vocal emotion recognition and processing biases in 4-to 11-year-olds and adults. Eighty-eight 4-to 11-year-olds and 21 adults participated. Participants viewed/listened to faces and voices (angry, happy, and sad) at three intensity levels (50%, 75%, and 100%). Non-linguistic tones were used. For each modality, participants completed an emotion identification task. Accuracy and bias for each emotion and modality were compared across 4-to 5-, 6-to 9-and 10-to 11-year-olds and adults. The results showed that children's emotion recognition improved with age; preschoolers were less accurate than other groups. Facial emotion recognition reached adult levels by 11 years, whereas vocal emotion recognition continued to develop in late childhood. Response bias decreased with age. For both modalities, sadness recognition was delayed across development relative to anger and happiness. The results demonstrate that developmental trajectories of emotion processing differ as a function of emotion type and stimulus modality. In addition, vocal emotion processing showed a more protracted developmental trajectory, compared to facial emotion processing. The results have important implications for programmes aiming to improve children's socio-emotional competence.Understanding emotions from facial cues plays a fundamental role in the development of children's social competence. Children better able to understand facial emotional cues in social interactions have been found to form positive interpersonal relationships over time

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Children's reliance on situational and vocal expression of emotions: Consistent and conflicting cues

Cited by 21 publications

References 34 publications

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Emotion-recognition abilities and behavior problem dimensions in preschoolers: Evidence for a specific role for childhood hyperactivity

Children’s understanding of others’ emotional states

The development of emotion recognition from facial expressions and non‐linguistic vocalizations during childhood

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