The Relative Power of an Emotion's Facial Expression, Label, and Behavioral Consequence to Evoke Preschoolers' Knowledge of Its Cause

Autor/inn/en	Widen, Sherri C.; Russell, James A.
Titel	The Relative Power of an Emotion's Facial Expression, Label, and Behavioral Consequence to Evoke Preschoolers' Knowledge of Its Cause
Quelle	In: Cognitive Development, 19 (2004) 1, S.111-125 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2003.11.004
Schlagwörter	Preschool Children; Cues; Psychological Patterns; Nonverbal Communication; Performance; Cognitive Psychology; Competency Based Education; Case Studies + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Achievement; Leistung; Kognitive Psychologie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Case study; Fallstudie; Case Study
Abstract	Lay people and scientists alike assume that, especially for young children, facial expressions are a strong cue to another's emotion. We report a study in which children (N=120; 3-4 years) described events that would cause basic emotions (surprise, fear, anger, disgust, sadness) presented as its facial expression, as its label, or as its behavioral consequence. For no emotion was the facial expression the strongest cue. Performance for fear and disgust was more accurate given its label or its behavioral consequence than given its facial expression; performance for anger was more accurate given the consequence. For 3s, behavioral consequences were the strongest cues to emotion; for 4s, labels were. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10