How the Emotional Environment Shapes the Emotional Life of the Child

LoBue, Vanessa; Ogren, Marissa

doi:10.1177/23727322211067264

Cited by 7 publications

(3 citation statements)

References 82 publications

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“…This in turn could also add to the ongoing discussion about the discriminatory power of emotion categorization in comparison to a more dimensional approach (e.g., see Posner et al, 2005 ). Additionally, the ecological validity of the paradigm could be increased with more naturalistic and dynamic instead of static emotional facial expressions ( Quadrelli et al, 2019 ), which would also allow studying the variability and context-dependency of emotions in childhood ( LoBue and Ogren, 2021 ). Future research might also vary the number of repetitions or the degree of stimulus’ familiarity to disentangle potential effects of face identity and emotion.…”

Section: Discussionmentioning

confidence: 99%

Preschoolers’ Sensitivity to Negative and Positive Emotional Facial Expressions: An ERP Study

2022

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The study examined processing differences for facial expressions (happy, angry, or neutral) and their repetition with early (P1, N170) and late (P3) event-related potentials (ERPs) in young children (N = 33). EEG was recorded while children observed sequentially presented pairs of facial expressions, which were either the same (repeated trials) or differed in their emotion (novel trials). We also correlated ERP amplitude differences with parental and child measures of socio-emotional competence (emotion recognition, empathy). P1 amplitudes were increased for angry and happy as compared to neutral expressions. We also detected larger P3 amplitudes for angry expressions as compared to happy or neutral expressions. Repetition effects were evident at early and late processing stages marked by reduced P1 amplitudes for repeated vs. novel happy expressions, but enhanced P3 amplitudes for repeated vs. novel facial expressions. N170 amplitudes were neither modulated by facial expressions nor their repetition. None of the repetition effects were associated with measures of socio-emotional competence. Taken together, negative facial expressions led to increased neural activations in early and later processing stages, indicative of enhanced saliency to potential threating stimuli in young children. Processing of repeated facial expression seem to be differential for early and late neural stages: Reduced activation was detected at early neural processing stages particularly for happy faces, indicative of effective processing for an emotion, which is most familiar within this age range. Contrary to our hypothesis, enhanced activity for repeated vs. novel expression independent of a particular emotion were detected at later processing stages, which may be linked to the creation of new memory traces. Early and late repetition effects are discussed in light of developmental and perceptual differences as well as task-specific load.

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Section: Discussionmentioning

confidence: 99%

Preschoolers’ Sensitivity to Negative and Positive Emotional Facial Expressions: An ERP Study

2022

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“…Recent work found positive relations between parent questions and children’s emotion talk (e.g., Ruba et al, 2022), though these did not include self-conscious emotions. Whether this guided focus also influences children’s own experiences encountering self-conscious emotions is an interesting question for future research (see LoBue & Ogren, 2022). For example, parents’ increased attention to the referent in shame contexts for female characters relative to male characters may implicitly teach the child to disproportionately focus on the causes of shame for females more than males, though additional research is needed to explore this possibility.…”

Section: Discussionmentioning

confidence: 99%

“…Emotion knowledge is an essential element of children’s healthy social development and is linked to later social competence, empathy, academic achievement, prosocial behavior, and overall health (see Denham et al, 2012; LoBue & Ogren, 2022; Salmon et al, 2013). One way that children gain knowledge about emotions is through conversations with their parents.…”

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confidence: 99%

“Oh no! What happened?” an investigation of parent–child conversations about self-conscious emotions.

Cooper,

Reschke,

Porter

et al. 2023

Developmental Psychology

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Parents play an important role in socializing children’s emotion understanding. Previous research shows that parents emphasize different aspects of emotion contexts depending on the discrete emotion. However, there is limited research on how parents and children discuss self-conscious emotions, such as embarrassment, guilt, and shame, and what socialization practices parents employ to elicit children’s talk about these emotions. In this study, children (N = 166, 78 females, 88 males) ages 2–3 years (M = 2.46, SD = 0.26) and their parents (65.5% White, 10.2% Black, 17.5% Hispanic, 2.4% Asian American, and 5.4% other) from a large city in the Western United States discussed a wordless storybook depicting different female and male characters experiencing self-conscious emotions (embarrassment, guilt, shame, awe, and pride). Parents’ and children’s emotion talk and parents’ questions were coded from their conversations about each emotion scenario and subsequently analyzed by discrete emotion, child gender, and the depicted character’s gender. Parents and children differentially focused on different aspects of each self-conscious emotion as a function of discrete emotion and picture gender, and elements of children’s talk about self-conscious emotions were related to children’s expressive language and age. Additionally, parents’ emotion talk and questions about emotions were directly related to children’s emotion talk, even after controlling for children’s age, expressive language, and parental education. Taken together, these findings suggest that parent–child emotion conversations may be one context that facilitates the development of children’s understanding of self-conscious emotions.

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Overcoming Obstacles and Promoting Physical Activity in Vulnerable Children Through Identified Challenges and Solutions: From a HIIT Perspective

Amer,

Arman

2024

Working With Vulnerable Populations

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How the Emotional Environment Shapes the Emotional Life of the Child

Cited by 7 publications

References 82 publications

Preschoolers’ Sensitivity to Negative and Positive Emotional Facial Expressions: An ERP Study

Preschoolers’ Sensitivity to Negative and Positive Emotional Facial Expressions: An ERP Study

“Oh no! What happened?” an investigation of parent–child conversations about self-conscious emotions.

Overcoming Obstacles and Promoting Physical Activity in Vulnerable Children Through Identified Challenges and Solutions: From a HIIT Perspective

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