Children's understanding of emotional facial expressions and verbal labels

Camras, Linda A.; Allison, Kevin W.

doi:10.1007/bf00987140

Cited by 265 publications

(286 citation statements)

References 16 publications

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“…Children, ages 4 and 5, recognize facial expressions of happiness, sadness, and anger in order of descending accuracy, and are less accurate in recognizing surprise, fear and neutral expression [176][177][178][179][180][181][182][183][184]. Also, children's misjudgments of facial expressions follow systematic patterns.…”

Section: Development Of Facial Emotion Recognition In Childrenmentioning

confidence: 99%

Autism and the development of face processing

Golarai

Grill-Spector

Reiss

2006

Clinical Neuroscience Research

158

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Autism is a pervasive developmental condition, characterized by impairments in non-verbal communication, social relationships and stereotypical patterns of behavior. A large body of evidence suggests that several aspects of face processing are impaired in autism, including anomalies in gaze processing, memory for facial identity and recognition of facial expressions of emotion. In search of neural markers of anomalous face processing in autism, much interest has focused on a network of brain regions that are implicated in social cognition and face processing. In this review, we will focus on three such regions, namely the STS for its role in processing gaze and facial movements, the FFA in face detection and identification and the amygdala in processing facial expressions of emotion. Much evidence suggests that a better understanding of the normal development of these specialized regions is essential for discovering the neural bases of face processing anomalies in autism. Thus, we will also examine the available literature on the normal development of face processing. Key unknowns in this research area are the neuro-developmental processes, the role of experience and the interactions among components of the face processing system in shaping each of the specialized regions for processing faces during normal development and in autism. Published by Elsevier B.V. on behalf of Association for Research in Nervous and Mental Disease.

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Section: Development Of Facial Emotion Recognition In Childrenmentioning

confidence: 99%

Autism and the development of face processing

Golarai

Grill-Spector

Reiss

2006

Clinical Neuroscience Research

158

View full text Add to dashboard Cite

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“…There is also evidence that the developmental pattern is not uniform across emotions. Expressions of happiness and sadness seem to be correctly categorized earlier than those of fear and disgust (Boyatzis, Chazan, & Ting, 1993;Camras & Allison, 1985;Gosselin, 1995; see also Gosselin, 2005;Gosselin & Larocque, 2000). The developmental pattern for anger is less clear, with some results indicating a pattern similar to that for happiness and sadness (e.g., Gosselin, 1995) and others indicating that anger was less well categorized than happiness and sadness but also less well categorized than fear and disgust (e.g., Boyatzis et al, 1993).…”

Section: Introductionmentioning

confidence: 99%

The development of facial emotion recognition: The role of configural information

Durand

Gallay

Seigneuric

et al. 2007

Journal of Experimental Child Psychology

292

243

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The development of children's ability to recognize facial emotions and the role of configural informationin this development were investigated. In the study, 100 5-, 7-, 9-, and 11-year-olds and 26 adultsneeded to recognize the emotion displayed by upright and upside-down faces. The same participantsneeded to recognize the emotion displayed by the top half of an upright or upside-down face that was orwas not aligned with a bottom half that displayed another emotion. The results showed that the ability torecognize facial emotion develops with age, with a developmental course that depends on the emotion tobe recognized. Moreover, children at all ages and adults exhibited both an inversion effect and a compositeeffect, suggesting that children rely on configural information to recognize facial emotions.

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“…The developmental progression of this ability is that children first recognize facial expressions of happiness, then learn to distinguish between negative expressions of sadness, anger, and fear (Camras & Allison, 1985;Izard, 1971). As children learn to distinguish emotional expressions during the preschool years, they also begin to understand the causes of emotional reactions (SouthamGerow & Kendall, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Location of the correct face was randomized for each trial. Variants of this procedure have been used successfully with young children (Camras & Allison, 1985;Dashiell, 1927;Pollak et al, 2000;Ribordy, Camras, Stefani, & Spaccarelli, 1988).Half of the emotion situation vignettes were presented during each of the two testing sessions. The order of story presentations across testing sessions was randomized for each child and stories within each testing session were randomized.…”

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confidence: 99%

“…Following each story, children were asked to indicate what the protagonist in the story was likely to feel. Children responded by selecting one of four digitized photographs of adult (Ekman, 1976) or one of four child (Camras & Allison, 1985;Camras et al, 1990) faces. The correct emotion and three foils appeared on the screen, one in each quadrant, and children selected one of the facial expressions of emotion by touching the face on a touch-sensitive monitor.…”

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confidence: 99%

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Emotion understanding in postinstitutionalized Eastern European children

Fries

Pollak

2004

Develop. Psychopathol.

132

121

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To examine the effects of early emotional neglect on children's affective development, we assessed children who had experienced institutionalized care prior to adoption into family environments. One task required children to identify photographs of facial expressions of emotion. A second task required children to match facial expressions to an emotional situation. Internationally adopted, postinstitutionalized children had difficulty identifying facial expressions of emotion. In addition, postinstitutionalized children had significant difficulty matching appropriate facial expressions to happy, sad, and fearful scenarios. However, postinstitutionalized children performed as well as comparison children when asked to identify and match angry facial expressions. These results are discussed in terms of the importance of emotional input early in life on later developmental organization.Over the last decade, the adoption of children across nations has increased substantially. In the United States alone, such adoptions now exceed 20,000 children per year (Immigration and Naturalization Service [INS], 2002). Today, approximately 85% of international adoptees have spent some or all of their lives in institutional, as opposed to family, care where the children have experienced combinations of physical and social deprivation (US State Department, 1999). Although the deprivation experienced by these children is often impossible to precisely quantify, it is apparent that these environments fall below the quality needed to sustain normal behavioral development, as evidenced by the rate at which children arrive in their adoptive homes with poor health, growth failure, and developmental delays (Johnson, 2000a;Johnson, Miller, Iverson, Thomas, Franchino, Dole, Kiernan, Georgieff, & Hostetter, 1992;Miller, 2000). Current estimates are that institutionalized infants and toddlers loose about 1 month of linear growth for every 3 months in institutional care, with behavioral development exhibiting similar dramatic reductions (Gunnar, 2001;Johnson, 2000b).Institutionally reared children have captured attention for decades. Early research on these children emphasized the deprivation of maternal care, although as Rutter (1981) rightly noted, not only maternal stimulation, but also many other types of stimulation needed for normal development is deficient in institutional environments. Thus, the study of these children addresses both basic science issues about the role of early experience on brain development and also applied issues about the kinds of interventions that are likely to support and foster optimal development for these children. Indeed, early studies revealed that postinstitutionalized (PI) children showed marked improvements when removed from orphanage settings and placed in family environments; nonetheless, persistent developmental differences in these children could be detected long after adoption, including deficits in emotional and social development (Fisher, Ames, Chisholm, & Savoie, 1997;Hodges & Tizard, 1989...

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Children's understanding of emotional facial expressions and verbal labels

Cited by 265 publications

References 16 publications

Autism and the development of face processing

Autism and the development of face processing

The development of facial emotion recognition: The role of configural information

Emotion understanding in postinstitutionalized Eastern European children

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