Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion
► We presented 3-5 year-olds with emotions conveyed by facial, postural, vocal, and multi-cue (combined face/posture/voice) expressions. ► Children recognized the facial, postural and multi-cue expressions, but recognition of vocal expressions was lower. ► We conclude that preschoolers first recogni...
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creator | Nelson, Nicole L. Russell, James A. |
description | ► We presented 3-5
year-olds with emotions conveyed by facial, postural, vocal, and multi-cue (combined face/posture/voice) expressions. ► Children recognized the facial, postural and multi-cue expressions, but recognition of vocal expressions was lower. ► We conclude that preschoolers first recognize visual aspects of emotional expressions and only later recognize vocal expressions.
In daily experience, children have access to a variety of cues to others’ emotions, including face, voice, and body posture. Determining which cues they use at which ages will help to reveal how the ability to recognize emotions develops. For happiness, sadness, anger, and fear, preschoolers (3–5
years,
N
=
144) were asked to label the emotion conveyed by dynamic cues in four cue conditions. The Face-only, Body Posture-only, and Multi-cue (face, body, and voice) conditions all were well recognized (
M
>
70%). In the Voice-only condition, recognition of sadness was high (72%), but recognition of the three other emotions was significantly lower (34%). |
doi_str_mv | 10.1016/j.jecp.2011.03.014 |
format | Article |
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year-olds with emotions conveyed by facial, postural, vocal, and multi-cue (combined face/posture/voice) expressions. ► Children recognized the facial, postural and multi-cue expressions, but recognition of vocal expressions was lower. ► We conclude that preschoolers first recognize visual aspects of emotional expressions and only later recognize vocal expressions.
In daily experience, children have access to a variety of cues to others’ emotions, including face, voice, and body posture. Determining which cues they use at which ages will help to reveal how the ability to recognize emotions develops. For happiness, sadness, anger, and fear, preschoolers (3–5
years,
N
=
144) were asked to label the emotion conveyed by dynamic cues in four cue conditions. The Face-only, Body Posture-only, and Multi-cue (face, body, and voice) conditions all were well recognized (
M
>
70%). In the Voice-only condition, recognition of sadness was high (72%), but recognition of the three other emotions was significantly lower (34%).</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2011.03.014</identifier><identifier>PMID: 21524423</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Age Differences ; Biological and medical sciences ; Body posture ; Child ; Child development ; Child, Preschool ; Cues ; Developmental psychology ; Discrimination (Psychology) ; Dynamic presentation ; Emotion ; Emotion recognition ; Emotional Response ; Emotions ; Experimental Psychology ; Facial Expression ; Female ; Fundamental and applied biological sciences. Psychology ; Humans ; Male ; Nonverbal Communication ; Pattern Recognition, Visual ; Posture ; Preschool children ; Preschool Education ; Preschoolers ; Psychological Patterns ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Recognition (Psychology) ; Sensory perception ; Speech Acoustics ; Speech Perception ; Theory of Mind ; Young Children</subject><ispartof>Journal of experimental child psychology, 2011-09, Vol.110 (1), p.52-61</ispartof><rights>2011 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2011 Elsevier Inc. All rights reserved.</rights><rights>Copyright © 2011 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c499t-5cb3fbf003978c89c2483f0cb84e47ca69b66e92d1dfddcf6e90385d97ebc8d33</citedby><cites>FETCH-LOGICAL-c499t-5cb3fbf003978c89c2483f0cb84e47ca69b66e92d1dfddcf6e90385d97ebc8d33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0022096511001056$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ927276$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24254097$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21524423$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Nelson, Nicole L.</creatorcontrib><creatorcontrib>Russell, James A.</creatorcontrib><title>Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>► We presented 3-5
year-olds with emotions conveyed by facial, postural, vocal, and multi-cue (combined face/posture/voice) expressions. ► Children recognized the facial, postural and multi-cue expressions, but recognition of vocal expressions was lower. ► We conclude that preschoolers first recognize visual aspects of emotional expressions and only later recognize vocal expressions.
In daily experience, children have access to a variety of cues to others’ emotions, including face, voice, and body posture. Determining which cues they use at which ages will help to reveal how the ability to recognize emotions develops. For happiness, sadness, anger, and fear, preschoolers (3–5
years,
N
=
144) were asked to label the emotion conveyed by dynamic cues in four cue conditions. The Face-only, Body Posture-only, and Multi-cue (face, body, and voice) conditions all were well recognized (
M
>
70%). In the Voice-only condition, recognition of sadness was high (72%), but recognition of the three other emotions was significantly lower (34%).</description><subject>Age Differences</subject><subject>Biological and medical sciences</subject><subject>Body posture</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Cues</subject><subject>Developmental psychology</subject><subject>Discrimination (Psychology)</subject><subject>Dynamic presentation</subject><subject>Emotion</subject><subject>Emotion recognition</subject><subject>Emotional Response</subject><subject>Emotions</subject><subject>Experimental Psychology</subject><subject>Facial Expression</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Male</subject><subject>Nonverbal Communication</subject><subject>Pattern Recognition, Visual</subject><subject>Posture</subject><subject>Preschool children</subject><subject>Preschool Education</subject><subject>Preschoolers</subject><subject>Psychological Patterns</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Recognition (Psychology)</subject><subject>Sensory perception</subject><subject>Speech Acoustics</subject><subject>Speech Perception</subject><subject>Theory of Mind</subject><subject>Young Children</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kMuKFDEUhoMoTjv6AiISBHEzVZ5c6hJwI8PoKAO60HVInSSYorrSJlUDvfM1fD2fxDTdjuDCVRL-7xz-fIQ8ZVAzYO3rsR4d7moOjNUgamDyHtkwUG0Fsunukw0A51V5N2fkUc4jFLCV4iE546zhUnKxIdefk8v4LcbJpfzrx0-6Zkejp3Y_m21A6g0GM13QIdow7S-omS29jWgmiqvLdInUbeMS4vyYPPBmyu7J6TwnX99dfbm8rm4-vf9w-famQqnUUjU4CD94AKG6HnuFXPbCAw69dLJD06qhbZ3illlvLfpyB9E3VnVuwN4KcU5eHffuUvxeKix6GzK6aTKzi2vWfasaJcpXC_niH3KMa5pLuQMEAB2XBeJHCFPMOTmvdylsTdprBvpgWY_6YFkfLGsQulguQ89Pm9dh6-zdyB-tBXh5AkwurnwyM4b8l5O8kaC6wj07ci4FvIuvPire8a4t8ZtTXITeBpd0xuBmdDYkh4u2Mfyv5m8jfaO5</recordid><startdate>20110901</startdate><enddate>20110901</enddate><creator>Nelson, Nicole L.</creator><creator>Russell, James A.</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier BV</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20110901</creationdate><title>Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion</title><author>Nelson, Nicole L. ; Russell, James A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c499t-5cb3fbf003978c89c2483f0cb84e47ca69b66e92d1dfddcf6e90385d97ebc8d33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Age Differences</topic><topic>Biological and medical sciences</topic><topic>Body posture</topic><topic>Child</topic><topic>Child development</topic><topic>Child, Preschool</topic><topic>Cues</topic><topic>Developmental psychology</topic><topic>Discrimination (Psychology)</topic><topic>Dynamic presentation</topic><topic>Emotion</topic><topic>Emotion recognition</topic><topic>Emotional Response</topic><topic>Emotions</topic><topic>Experimental Psychology</topic><topic>Facial Expression</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Humans</topic><topic>Male</topic><topic>Nonverbal Communication</topic><topic>Pattern Recognition, Visual</topic><topic>Posture</topic><topic>Preschool children</topic><topic>Preschool Education</topic><topic>Preschoolers</topic><topic>Psychological Patterns</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Recognition (Psychology)</topic><topic>Sensory perception</topic><topic>Speech Acoustics</topic><topic>Speech Perception</topic><topic>Theory of Mind</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nelson, Nicole L.</creatorcontrib><creatorcontrib>Russell, James A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nelson, Nicole L.</au><au>Russell, James A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ927276</ericid><atitle>Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2011-09-01</date><risdate>2011</risdate><volume>110</volume><issue>1</issue><spage>52</spage><epage>61</epage><pages>52-61</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>► We presented 3-5
year-olds with emotions conveyed by facial, postural, vocal, and multi-cue (combined face/posture/voice) expressions. ► Children recognized the facial, postural and multi-cue expressions, but recognition of vocal expressions was lower. ► We conclude that preschoolers first recognize visual aspects of emotional expressions and only later recognize vocal expressions.
In daily experience, children have access to a variety of cues to others’ emotions, including face, voice, and body posture. Determining which cues they use at which ages will help to reveal how the ability to recognize emotions develops. For happiness, sadness, anger, and fear, preschoolers (3–5
years,
N
=
144) were asked to label the emotion conveyed by dynamic cues in four cue conditions. The Face-only, Body Posture-only, and Multi-cue (face, body, and voice) conditions all were well recognized (
M
>
70%). In the Voice-only condition, recognition of sadness was high (72%), but recognition of the three other emotions was significantly lower (34%).</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><pmid>21524423</pmid><doi>10.1016/j.jecp.2011.03.014</doi><tpages>10</tpages></addata></record> |
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subjects | Age Differences Biological and medical sciences Body posture Child Child development Child, Preschool Cues Developmental psychology Discrimination (Psychology) Dynamic presentation Emotion Emotion recognition Emotional Response Emotions Experimental Psychology Facial Expression Female Fundamental and applied biological sciences. Psychology Humans Male Nonverbal Communication Pattern Recognition, Visual Posture Preschool children Preschool Education Preschoolers Psychological Patterns Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Recognition (Psychology) Sensory perception Speech Acoustics Speech Perception Theory of Mind Young Children |
title | Preschoolers’ use of dynamic facial, bodily, and vocal cues to emotion |
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