Putting Motion in Emotion: Do Dynamic Presentations Increase Preschooler's Recognition of Emotion?

Autor/inn/en	Nelson, Nicole L.; Russell, James A.
Titel	Putting Motion in Emotion: Do Dynamic Presentations Increase Preschooler's Recognition of Emotion?
Quelle	In: Cognitive Development, 26 (2011) 3, S.248-259 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2011.06.001
Schlagwörter	Nonverbal Communication; Cognitive Processes; Preschool Children; Visual Stimuli; Intonation; Emotional Response; Video Technology; Identification + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Identifikation; Identifizierung
Abstract	In prior research, preschoolers were surprisingly poor at naming the emotion purportedly signaled by prototypical facial expressions--when shown as static images. To determine whether this poor performance is due to the use of static stimuli, rather than dynamic, we presented preschoolers (3-5 years) with facial expressions as either static images or dynamic audiovisual clips. Dynamic clips presented face alone (Study 1, N = 48) or face, body movement, and vocal intonation (Study 2, N = 72). Contrary to expectations, dynamic presentation did not increase children's naming of the emotion in either study and decreased it in Study 1. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10