Developmental Changes in the Primacy of Facial Cues for Emotion Recognition

Autor/inn/en	Leitzke, Brian T.; Pollak, Seth D.
Titel	Developmental Changes in the Primacy of Facial Cues for Emotion Recognition
Quelle	In: Developmental Psychology, 52 (2016) 4, S.572-581 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0040067
Schlagwörter	Emotional Response; Cues; Nonverbal Communication; Eye Movements; College Students; Age Differences; Children; Visual Stimuli; Attention Control; Psychological Patterns; Learning Processes; Context Effect; Decision Making + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Collegestudent; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Aufmerksamkeitstest; Learning process; Lernprozess; Decision-making; Entscheidungsfindung
Abstract	There have been long-standing differences of opinion regarding the influence of the face relative to that of contextual information on how individuals process and judge facial expressions of emotion. However, developmental changes in how individuals use such information have remained largely unexplored and could be informative in attempting to reconcile these opposing views. The current study tested for age-related differences in how individuals prioritize viewing emotional faces versus contexts when making emotion judgments. To do so, we asked 4-, 8-, and 12-year-old children as well as college students to categorize facial expressions of emotion that were presented with scenes that were either congruent or incongruent with the facial displays. During this time, we recorded participants' gaze patterns via eye tracking. College students directed their visual attention primarily to the face, regardless of contextual information. Children, however, divided their attention between both the face and the context as sources of emotional information depending on the valence of the context. These findings reveal a developmental shift in how individuals process and integrate emotional cues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01