Category Flexibility in Emotion Learning

Plate, Rista C.; Woodard, Kristina; Pollak, Seth D.

doi:10.1007/s42761-023-00192-3

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…Additionally, there may be differences in learning in the context of emotion. For example, emotion cues make it easier to track statistical regularities (Plate, Schapiro, & Waller, 2022) and children show more flexibility in learning and updating associations in the emotion domain than in other biologically relevant domains (Plate, Woodard, & Pollak, 2023), suggesting that learning in the context of emotion may be especially efficient. However, emotion cues are heterogeneous (Barrett et al, 2019), resulting in variability that may make it more difficult to form associations between emotion cues and rewards in unsupervised learning contexts (Ruba & Repacholi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Learning and generalizing associations between social cues and outcomes

Plate,

Perkins,

Waller

et al. 2024

Preprint

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To succeed in social situations, we must learn how social cues predict subsequent events. How do we quickly form associations between a variety of social cues, such as individuals signaling their current emotion state, and social outcomes? To address this question, we developed a task in which participants viewed images of individuals conveying different emotions and searched among these images to gain rewards. Rewards were associated with either individuals’ identities or emotion cues. Across four experiments (N=720), individuals learned about rewards more efficiently from individual identity cues versus a wide variety of emotion cues. Participants also generalized cue-outcome associations more easily for individuals versus emotions. Learning was worse if participants experienced a change in the association rule, especially when switching from learning individual-based associations to emotion-based associations. Overall, we show that social cue type influences how associations between cues and rewards are learned, with implications for understanding learning in social contexts.

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Section: Introductionmentioning

confidence: 99%

Learning and generalizing associations between social cues and outcomes

Plate,

Perkins,

Waller

et al. 2024

Preprint

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“…Across the preschool and elementary years, children become more adept at categorizing facial expressions (e.g., Plate et al, 2019 ; Woodard et al, 2022 ). For example, between the ages of 6 and 12, children become more flexible when updating their category boundaries of faces that were morphed from calm expressions to upset expressions (Plate et al, 2023 ). They also come to use people’s facial expressions to guide their own behaviors and to infer people’s mental states (e.g., Wu & Gweon, 2021 ; Wu & Schulz, 2018 , 2020 ; Wu et al, 2021 ; also see Nook & Somerville, 2019 and Ruba & Pollak, 2020 for broader reviews of children’s emotional development).…”

Section: Introductionmentioning

confidence: 99%

Calculated Feelings: How Children Use Probability to Infer Emotions

Doan,

Friedman,

Denison

2023

Open Mind

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Developing the ability to accurately infer others’ emotions is crucial for children’s cognitive development. Here, we offer a new theoretical perspective on how children develop this ability. We first review recent work showing that with age, children increasingly use probability to infer emotions. We discuss how these findings do not fit with prominent accounts of how children understand emotions, namely the script account and the theory of mind account. We then outline a theory of how probability allows children to infer others’ emotions. Specifically, we suggest that probability provides children with information about how much weight to put on alternative outcomes, allowing them to infer emotions by comparing outcomes to counterfactual alternatives.

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Optimization of Nutrition Science Learning through Educational Technology at PGRI Adi Buana University Surabaya

Diana Evawati,

Susilowati

2023

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The field of nutrition science education at Universitas PGRI Adi Buana Surabaya is transforming, leveraging educational technology to enhance learning outcomes. This study delves into the innovative utilization of educational technology in optimizing nutrition science education. By employing an approach that melds technology and pedagogy, this research aims to elevate the professional development of students. By exploring cutting-edge educational technologies, the study underscores the potential of innovative approaches to reshaping the landscape of nutrition science education. This research contributes to the ongoing discourse on effective pedagogical practices and technology integration in academic settings, explicitly focusing on nutrition science education. The findings offer insights into fostering a dynamic learning environment that nurtures professional growth among students in the field of nutrition science. Keywords: Educational Technology, Professional Development, Innovative Approaches

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Category Flexibility in Emotion Learning

Cited by 3 publications

References 55 publications

Learning and generalizing associations between social cues and outcomes

Learning and generalizing associations between social cues and outcomes

Calculated Feelings: How Children Use Probability to Infer Emotions

Optimization of Nutrition Science Learning through Educational Technology at PGRI Adi Buana University Surabaya

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