Children Acquire Emotion Categories Gradually

Autor/inn/en	Widen, Sherri C.; Russell, James A.
Titel	Children Acquire Emotion Categories Gradually
Quelle	In: Cognitive Development, 23 (2008) 2, S.291-312 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2008.01.002
Schlagwörter	Preschool Children; Nonverbal Communication; Psychological Patterns; Fear; Labeling (of Persons); Classification + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Furcht; Labeling-Ansatz; Classification system; Klassifikation; Klassifikationssystem
Abstract	Some accounts imply that basic-level emotion categories are acquired early and quickly, whereas others imply that they are acquired later and more gradually. Our study examined this question for fear, happiness, sadness, and anger in the context of children's categorization of emotional facial expressions. Children (N=168, 2-5 years) first labeled facial expressions of six emotions and were then shown a box and asked to put all and only, e.g., scared people in it. Before using fear in labeling, children had begun to include "fear" faces and to exclude other (especially positive) faces from the fear box/category; after using fear, children continued to include other (especially negative) faces. The same pattern was observed for happiness, sadness, and anger. Emotion categories begin broad, including all emotions/faces of the same valence, and then gradually narrow over the preschool years. (Contains 1 table and 5 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10