Does Facial Expression Recognition Provide a Toehold for the Development of Emotion Understanding?

Autor/inn/en	Strand, Paul S.; Downs, Andrew; Barbosa-Leiker, Celestina
Titel	Does Facial Expression Recognition Provide a Toehold for the Development of Emotion Understanding?
Quelle	In: Developmental Psychology, 52 (2016) 8, S.1182-1191 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000144
Schlagwörter	Emotional Response; Nonverbal Communication; Preschool Children; Structural Equation Models; Theories; Age Differences; Receptive Language; Emotional Development; Correlation; Early Intervention; Tests; Coding; Intelligence Tests; Verbal Ability; Vocabulary; Statistical Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Theory; Theorie; Age; Difference; Age difference; Altersunterschied; Rezeptive Kommunikationsfähigkeit; Gefühlsbildung; Korrelation; Examination; Prüfung; Examen; Codierung; Programmierung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Statistische Analyse
Abstract	The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding variables and receptive language skills were obtained at 2 time points, separated by 24 weeks. Path results for autoregressive cross-lagged structural equation models revealed support for the BET predictions for younger preschoolers (ages 36 to 48 months). In contrast, results for older preschoolers (ages 49 to 67 months) revealed bidirectional influences between receptive language and emotion understanding consistent with constructionist theories of emotion. Findings support a hybrid model in which associations between receptive language and emotion understanding skills are initially nonsignificant and become significant over time. The implications of emotion expression recognition as an early toehold for the development of more advanced emotion understanding skills are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01