Infants' perception of expressive behaviors: Differentiation of multimodal information.

Walker-Andrews, Arlene S.

doi:10.1037/0033-2909.121.3.437

Cited by 420 publications

(363 citation statements)

References 218 publications

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“…Processing of facial emotions emerges early (e.g., Barrera & Maurer, 1981;Walker-Andrews, 1997), but full proficiency seems not to be acquired before 10 years of age.Although preschoolers can label facial emotions at above chance levels (e.g., Markham &Adams, 1992;Russell & Widen, 2002;Widen & Russell, 2003), they are substantially less accurate than adults. The purpose of our study was to provide new evidence on development change in recognition of facial emotions during childhood.…”

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

287

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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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

287

243

View full text Add to dashboard Cite

show abstract

“…Differences in participant age are particularly important in the context of FER. For example, although it has been established that recognition of facial emotions emerges early (Barrera & Maurer, 1981 ;Walker-Andrews, 1997), it is thought that full proficiency is not acquired before 10 years of age. Facial emotion processing abilities increase with age (Durand et al 2007), thus the 8-year-olds in Thompson et al's study would have been substantially less accurate than the adult participants in some of the other studies.…”

Section: Introductionmentioning

confidence: 99%

Facial emotion recognition in adolescents with psychotic-like experiences: a school-based sample from the general population

et al. 2012

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BackgroundPsychotic symptoms, also termed psychotic-like experiences (PLEs) in the absence of psychotic disorder, are common in adolescents and are associated with increased risk of schizophrenia-spectrum illness in adulthood. At the same time, schizophrenia is associated with deficits in social cognition, with deficits particularly documented in facial emotion recognition (FER). However, little is known about the relationship between PLEs and FER abilities, with only one previous prospective study examining the association between these abilities in childhood and reported PLEs in adolescence. The current study was a cross-sectional investigation of the association between PLEs and FER in a sample of Irish adolescents.MethodThe Adolescent Psychotic-Like Symptom Screener (APSS), a self-report measure of PLEs, and the Penn Emotion Recognition-40 Test (Penn ER-40), a measure of facial emotion recognition, were completed by 793 children aged 10–13 years.ResultsChildren who reported PLEs performed significantly more poorly on FER (β=−0.03, p=0.035). Recognition of sad faces was the major driver of effects, with children performing particularly poorly when identifying this expression (β=−0.08, p=0.032).ConclusionsThe current findings show that PLEs are associated with poorer FER. Further work is needed to elucidate causal relationships with implications for the design of future interventions for those at risk of developing psychosis.

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“…Research on infants' understanding of emotional expressions supports this contention. Whether an infant perceives an emotional expression and responds to it depends on the age of the infant, the expression that is being enacted, the task by which the experimenter measures perception, the definition of perception (detection, discrimination, recognition, understanding), and the context in which the expression is encountered (Walker-Andrews 1997). Infants as young as three months show intermodal matching for their mothers' happy and sad facial-vocal expressions, but not for expressions posed by a female stranger (Kahana-Kalman & Walker-Andrews 2001) Similarly, infants show intermodal matching for fathers' happy and sad facial-vocal expressions only when they have highly involved fathers (Montague & Walker-Andrews 2002).…”

Section: Introductionmentioning

confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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Abstract:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991;. It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.Keywords: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein et al. 1998;Symons & Clark 2000), mothers' education (Cutting & Dunn 1999), and socioeconomic circumstances (Holmes et al. 1996).Furthermore, a number of studies have found correlations between language and social understanding (e.g., Cutting & Dunn 1999; de Villers 2000; Happé 1995;Jenkins & Astington 1996). In longitudinal studies, forms of family talk about mental states have been found to be related to later success on false belief tests (e.g., Brown et al. 1996;Dunn et al. 1991a;Ruffman et al. 2002). In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al. 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al. 1991b;Hooven et al. 1995;Kuebli et al. 1995;Steele et al. 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.Another source of evidence that social interaction is important for the development of a mentalistic understanding comes from research with deaf children. A number o...

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Infants' perception of expressive behaviors: Differentiation of multimodal information.

Cited by 420 publications

References 218 publications

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

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

Facial emotion recognition in adolescents with psychotic-like experiences: a school-based sample from the general population

Constructing an understanding of mind: The development of children's social understanding within social interaction

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