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Fujiki RB, Zhao F, Niedenthal PM, Thibeault SL. Facial Expressions of Emotion in Children with Cleft Lip and Palate. Cleft Palate Craniofac J 2024:10556656241271650. [PMID: 39193752 DOI: 10.1177/10556656241271650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/29/2024] Open
Abstract
OBJECTIVE To examine the facial movements children with cleft lip and palate (CLP) employ to express basic emotions. Ability of observers to interpret facial expressions of children with CLP was also considered. DESIGN Prospective case-control design. SETTING Outpatient craniofacial anomalies clinic. PATIENTS Twenty-five children with CLP (age 8 to 12) and 25 age/sex-matched controls. OUTCOME MEASURES Children were video recorded making facial expressions representing anger, disgust, fear, happiness, sadness, and surprise. Magnitude of children's facial movements was quantified and compared using OpenFace. Subsequently, emotion videos were presented to 19 adults who were asked to identify the emotion conveyed in each facial expression. Accuracy of emotion recognition was compared across groups. RESULTS Compared with controls, children with CLP employed significantly (P < .05) smaller magnitude superior and lateral perioral movements to express disgust (Cohen's d = .50), happiness (Cohen's d = 1.1), and fear (Cohen's d = .93). For disgust and sadness, children with CLP employed significantly greater magnitude movements of the nose and chin, presumably to compensate for reduced perioral range of motion. For anger, happiness, and sadness, children with CLP employed smaller magnitude movements of the upper face when compared with controls. Observers identified disgust (OR = 1.26), and fear (OR = 2.44) significantly less accurately in children with CLP when compared with controls. CONCLUSIONS Children with CLP employed different facial movements to express certain emotions. Observers less accurately identified some emotions conveyed by facial expressions in children with CLP when compared with controls, likely due in part to differences in facial movements. Future research should explore the implications of these differences for social communication.
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Affiliation(s)
| | - Fangyun Zhao
- Department of Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Paula M Niedenthal
- Department of Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Susan L Thibeault
- Department of Surgery, University of Wisconsin-Madison, Madison, WI, USA
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2
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Garcia SE, Tully EC, Cooper A. Negative mood induction in children: An examination across mood, physiological, and cognitive variables. J Exp Child Psychol 2024; 243:105882. [PMID: 38554697 DOI: 10.1016/j.jecp.2024.105882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Revised: 11/01/2023] [Accepted: 01/23/2024] [Indexed: 04/02/2024]
Abstract
Experimental mood induction procedures are commonly used in studies of children's emotions, although research on their effectiveness is lacking. Studies that support their effectiveness report sample-level changes in self-reported affect from pre- to post-induction, and a subset of children who do not self-report expected changes in affect (i.e., "nonresponders"). Given children's limited abilities to self-report their emotions, it is critical to know whether these paradigms also shift physiological and social-cognitive indices of emotion. We hypothesized increases in physiological reactivity and accuracy for discerning facial expressions of negative emotions from pre- to post-induction and smaller increases for nonresponders, Children (N = 80; 7- to 12-year-olds) completed a facial emotion recognition task and had an electrocardiogram recorded to index high-frequency heart rate variability (HF-HRV) before and after a mood induction procedure. The mood induction involved watching a 3-min sad film clip while attending to their feelings. In the sample overall, from pre- to post-mood induction, children self-reported significantly sadder affect, displayed significant increases in HF-HRV, and displayed significant increases in accuracy of recognizing facial emotion expressions congruent with the mood induced. One quarter (25%) of the sample did not self-report expected increases in sad affect. Contrary to expectations, responders and nonresponders did not differ in mood-induced changes in physiological reactivity or emotion recognition accuracy. These findings support that mood inductions are efficacious in shifting not only children's self-reported affect but also underlying physiological and social-cognitive processes. Furthermore, they are an effective methodology for research questions related to underlying processes even in self-reported nonresponders.
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Affiliation(s)
- Sarah E Garcia
- Department of Psychology, Georgia State University, Atlanta, GA 30302, USA.
| | - Erin C Tully
- Department of Psychology, Georgia State University, Atlanta, GA 30302, USA
| | - Arden Cooper
- Department of Psychology, Georgia State University, Atlanta, GA 30302, USA
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3
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Loshenko O, Palíšek P, Straka O, Jabůrek M, Portešová Š, Ševčíková A. Impact of the War in Ukraine on the Ability of Children to Recognize Basic Emotions. Int J Public Health 2024; 69:1607094. [PMID: 38835807 PMCID: PMC11148555 DOI: 10.3389/ijph.2024.1607094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Accepted: 04/24/2024] [Indexed: 06/06/2024] Open
Abstract
Objectives This study assessed emotion recognition skills in school-age children in wartime conditions in Ukraine. Methods An online survey based on the concept of basic emotions was administrated to a sample of 419 schoolchildren from Ukraine and a control group of 310 schoolchildren from the Czech Republic, aged 8 to 12. Results There is no difference in judging the intensity of anger and fear by Ukrainian children, compared with the control group. There is no evidence that the emotions of anger, fear, and sadness were better recognized in the Ukrainian group. Children from Ukraine were better at recognizing positive emotions than Czech children. Conclusion Increased risks of threats and wartime experience do not impair the accuracy of identification of emotions like fear or the assessment of intensity of basic emotions by children who experience war in Ukraine. Still, it is important to continue studying the long-term consequences of military conflicts in order to deepen the understanding of their impact on human mental functioning.
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Affiliation(s)
- Oleksandra Loshenko
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
| | - Petr Palíšek
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
| | - Ondřej Straka
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
| | - Michal Jabůrek
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
| | - Šárka Portešová
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
| | - Anna Ševčíková
- Faculty of Social Studies, Psychology Research Institute, Masaryk University, Brno, Czechia
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4
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Wang Y, Luo Q, Zhang Y, Zhao K. Synchrony or asynchrony: development of facial expression recognition from childhood to adolescence based on large-scale evidence. Front Psychol 2024; 15:1379652. [PMID: 38725946 PMCID: PMC11079229 DOI: 10.3389/fpsyg.2024.1379652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 04/09/2024] [Indexed: 05/12/2024] Open
Abstract
The development of facial expression recognition ability in children is crucial for their emotional cognition and social interactions. In this study, 510 children aged between 6 and 15 participated in a two forced-choice task of facial expression recognition. The findings supported that recognition of the six basic facial expressions reached a relatively stable mature level around 8-9 years old. Additionally, model fitting results indicated that children showed the most significant improvement in recognizing expressions of disgust, closely followed by fear. Conversely, recognition of expressions of happiness and sadness showed slower improvement across different age groups. Regarding gender differences, girls exhibited a more pronounced advantage. Further model fitting revealed that boys showed more pronounced improvements in recognizing expressions of disgust, fear, and anger, while girls showed more pronounced improvements in recognizing expressions of surprise, sadness, and happiness. These clear findings suggested the synchronous developmental trajectory of facial expression recognition from childhood to adolescence, likely influenced by socialization processes and interactions related to brain maturation.
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Affiliation(s)
- Yihan Wang
- State Key Laboratory of Brain and Cognitive Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Qian Luo
- State Key Laboratory of Brain and Cognitive Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yuanmeng Zhang
- College of Letters and Science, University of California, Berkeley, Berkeley, CA, United States
| | - Ke Zhao
- State Key Laboratory of Brain and Cognitive Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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5
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Kuhlmann B, Margraf J. A new short version of the Facial expressions of emotion: Stimuli and tests (FEEST) including prototype and morphed emotional stimuli. Front Psychol 2023; 14:1198386. [PMID: 37941762 PMCID: PMC10628552 DOI: 10.3389/fpsyg.2023.1198386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Accepted: 09/06/2023] [Indexed: 11/10/2023] Open
Abstract
The ability to recognize emotions from facial expressions plays an important role in social interaction. This study aimed to develop a short version of the FEEST as a brief instrument to measure emotion recognition ability by applying prototype and morphed emotional stimuli. Morphed emotional stimuli include mixed emotions. Overall, 68 prototypes and 32 morphed emotional expressions were presented to 138 participants for 1 s. A retest with 76 participants was conducted after 6 months. The results showed sufficient variance for the measurement of individual differences in emotion recognition ability. Accuracy varied between emotions and was highest for anger and happiness. Cronbach's α was, on average, 0.70 for prototypes and 0.67 for morphed stimuli. Test-retest reliability was 0.60 for prototypes and 0.62 for morphed stimuli. The new short version of the FEEST is a reliable test to measure emotion recognition.
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Affiliation(s)
- Benedikt Kuhlmann
- Department of Clinical Psychology and Psychotherapy, Mental Health Research and Treatment Center, Ruhr University Bochum, Bochum, Germany
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6
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Dede B, White BA. Social problems in young children: the interplay of ADHD symptoms and facial emotion recognition. Cogn Emot 2023:1-8. [PMID: 37712657 DOI: 10.1080/02699931.2023.2258582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 06/26/2023] [Accepted: 06/27/2023] [Indexed: 09/16/2023]
Abstract
Facial emotion recognition (FER) deficits interfere with interpretation of social situations and selection of appropriate responses. Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms are independently associated with social difficulties and might exacerbate the influence of deficient FER, because children with ADHD symptoms have fewer compensatory resources in social situations when they misinterpret emotions. Very few studies have tested this hypothesis in a community context, where child ADHD symptoms vary on a continuum. The current study extended this work by utilising a community sample (N = 87) of boys and girls in middle childhood (M = 7.83 years) and testing for moderation of FER effects separately by ADHD symptom type (ADHD-I = inattentive, H = hyperactive/impulsive, C = combined) using linear regression. While lower FER was associated with more social problems, this relationship was qualified by the presence of ADHD symptoms. Specifically, only children with relatively high ADHD symptoms in our community sample showed this inverse relationship, which was clearest among children with elevated ADHD-C or ADHD-I symptoms. No gender differences were observed. These results support our primary hypothesis, extend prior findings to boys and girls in the community, and have implications for understanding how ADHD symptoms and FER influence youth social deficits.
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Affiliation(s)
- Breanna Dede
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, USA
| | - Bradley A White
- Center for Youth Development and Intervention, University of Alabama, Tuscaloosa, AL, USA
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7
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Della Longa L, Nosarti C, Farroni T. Emotion Recognition in Preterm and Full-Term School-Age Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:6507. [PMID: 35682092 PMCID: PMC9180201 DOI: 10.3390/ijerph19116507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 05/15/2022] [Accepted: 05/25/2022] [Indexed: 12/04/2022]
Abstract
Children born preterm (<37 weeks’ gestation) show a specific vulnerability for socio-emotional difficulties, which may lead to an increased likelihood of developing behavioral and psychiatric problems in adolescence and adulthood. The accurate decoding of emotional signals from faces represents a fundamental prerequisite for early social interactions, allowing children to derive information about others’ feelings and intentions. The present study aims to explore possible differences between preterm and full-term children in the ability to detect emotional expressions, as well as possible relationships between this ability and socio-emotional skills and problem behaviors during everyday activities. We assessed 55 school-age children (n = 34 preterm and n = 21 full-term) with a cognitive battery that ensured comparable cognitive abilities between the two groups. Moreover, children were asked to identify emotional expressions from pictures of peers’ faces (Emotion Recognition Task). Finally, children’s emotional, social and behavioral outcomes were assessed with parent-reported questionnaires. The results revealed that preterm children were less accurate than full-term children in detecting positive emotional expressions and they showed poorer social and behavioral outcomes. Notably, correlational analyses showed a relationship between the ability to recognize emotional expressions and socio-emotional functioning. The present study highlights that early difficulties in decoding emotional signals from faces may be critically linked to emotional and behavioral regulation problems, with important implications for the development of social skills and effective interpersonal interactions.
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Affiliation(s)
- Letizia Della Longa
- Developmental Psychology and Socialization Department, University of Padova, 35131 Padova, Italy;
| | - Chiara Nosarti
- Department of Child and Adolescent Psychiatry, King’s College London, London SE5 8AF, UK;
| | - Teresa Farroni
- Developmental Psychology and Socialization Department, University of Padova, 35131 Padova, Italy;
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8
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Romani-Sponchiado A, Maia CP, Torres CN, Tavares I, Arteche AX. Emotional face expressions recognition in childhood: developmental markers, age and sex effect. Cogn Process 2022; 23:467-477. [PMID: 35362838 DOI: 10.1007/s10339-022-01086-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 03/10/2022] [Indexed: 11/29/2022]
Abstract
Recognizing emotional face expressions in others is a valuable non-verbal communication and particularly relevant throughout childhood given that children's language skills are not yet fully developed, but the first interactions with peers have just started. This study aims to investigate developmental markers of emotional facial expression in children and the effect of age and sex on it. A total of 90 children split into three age groups: 6-7 years old (n = 30); 8-9 years old (n = 30); 10-11 years old (n = 30) took part in the study. Participants were exposed to 38 photos in two exposure times (500 ms and 1000 ms) of children expressing happiness, sadness, anger, disgust, fear and surprise on three intensities, plus images of neutral faces. Happiness was the easiest expression to be recognized, followed by disgust and surprise. As expected, 10-11-year-old group showed the highest accuracy means, whereas 6-7-year-old group had the lowest means of accuracy. Data support the non-existence of female advantage.
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Affiliation(s)
- Aline Romani-Sponchiado
- Psychology Department, Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Av. Ipiranga 6681, Building 11, 9th Floor, Porto Alegre, RS, 90619-900, Brazil
| | - Cíntia Pacheco Maia
- Psychology Department, Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Av. Ipiranga 6681, Building 11, 9th Floor, Porto Alegre, RS, 90619-900, Brazil
| | - Carol Nunes Torres
- Psychology Department, Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Av. Ipiranga 6681, Building 11, 9th Floor, Porto Alegre, RS, 90619-900, Brazil
| | - Inajá Tavares
- Psychology Department, Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Av. Ipiranga 6681, Building 11, 9th Floor, Porto Alegre, RS, 90619-900, Brazil
| | - Adriane Xavier Arteche
- Psychology Department, Pontifical Catholic University of Rio Grande Do Sul (PUCRS), Av. Ipiranga 6681, Building 11, 9th Floor, Porto Alegre, RS, 90619-900, Brazil.
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9
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Maftei A, Merlici IA, Roca IC. Implications of the COVID-19 Pandemic on Children and Adolescents: Cognitive and Emotional Representations. CHILDREN (BASEL, SWITZERLAND) 2022; 9:359. [PMID: 35327734 PMCID: PMC8946934 DOI: 10.3390/children9030359] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 02/26/2022] [Accepted: 03/01/2022] [Indexed: 12/28/2022]
Abstract
The present research investigated children and adolescents' explicit and spontaneous representation of the COVID-19 pandemic and their related emotions, cognitions, and coping strategies. We explored the self-reported protective factors and coping mechanisms, in addition to similar attributional emotional experiences, i.e., the ways participants evaluated others' pandemic experiences. Our sample consisted of 155 children and adolescents aged 10 to 13 (M = 10.70, SD = 0.85, 56.1% females). We designed a 12-item survey and analyzed our data using both qualitative and quantitative methods. Our findings suggested that most children and adolescents associated masks with the thought of the novel coronavirus, and the most frequently associated emotion was sadness (45.2%), followed by fear (17.4%). Generally, participants reported a medium level of perceived adverse effects of the pandemic, mainly because their regular physical school classes moved to the online setting. We also found a significant association between children's self-reported levels of harmful effects of the pandemic and perceived adverse effects on their families. Most participants expressed their dissatisfaction concerning online school classes, primarily due to poor online interaction. In our sample, the children and adolescents reported positive thoughts and family relationships as their primary coping mechanisms during the pandemic, suggesting similar perceived coping mechanisms in the others around them. Finally, more than half of the participants considered that the COVID-19 pandemic had no positive effects, while 40% considered the increased time spent with their families the primary positive consequences following the COVID-19 health crisis. Results are discussed regarding their implications concerning healthcare, social, and educational policies.
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Affiliation(s)
- Alexandra Maftei
- Department of Educational Sciences, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University of Iaşi, 3 Toma Cozma Street, 700554 Iasi, Romania;
| | - Ioan-Alex Merlici
- Department of Educational Sciences, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University of Iaşi, 3 Toma Cozma Street, 700554 Iasi, Romania;
| | - Iulia-Cristina Roca
- Surgery II Department, Faculty of Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania;
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10
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Schneider J, Sandoz V, Equey L, Williams-Smith J, Horsch A, Bickle Graz M. The Role of Face Masks in the Recognition of Emotions by Preschool Children. JAMA Pediatr 2022; 176:96-98. [PMID: 34779832 PMCID: PMC8593832 DOI: 10.1001/jamapediatrics.2021.4556] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
This cohort study of children in a single day care examines their ability to correctly identify emotions of caregivers with and without face masks.
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Affiliation(s)
- Juliane Schneider
- Neonatology Developmental Unit, Woman-Mother-Child Department, University Hospital Lausanne, Switzerland
| | - Vania Sandoz
- Institute of Higher Education and Research in Healthcare, University of Lausanne, Switzerland
| | - Lucile Equey
- Neonatology Developmental Unit, Woman-Mother-Child Department, University Hospital Lausanne, Switzerland
| | - Joanne Williams-Smith
- Neonatology Developmental Unit, Woman-Mother-Child Department, University Hospital Lausanne, Switzerland
| | - Antje Horsch
- Neonatology Developmental Unit, Woman-Mother-Child Department, University Hospital Lausanne, Switzerland,Institute of Higher Education and Research in Healthcare, University of Lausanne, Switzerland
| | - Myriam Bickle Graz
- Neonatology Developmental Unit, Woman-Mother-Child Department, University Hospital Lausanne, Switzerland
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11
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Mieres-Chacaltana M, Salvo-Garrido S, Denegri M. Prosocialness and Happiness in Chilean Student Teachers. Front Psychol 2021; 12:745163. [PMID: 34803828 PMCID: PMC8602091 DOI: 10.3389/fpsyg.2021.745163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 10/13/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of the study was to evaluate the relation between prosocialness and happiness in a sample of student teachers (N=224, age=21.42). Adapted versions of a prosocialness scale and another on happiness were used. A structural equations model was estimated that presented a suitable fit (CFI=0.951; TLI=0.944 and RMSEA=0.065). The results yielded a positive relation between prosocialness and happiness. Its implications for initial teacher training are discussed.
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Affiliation(s)
- Manuel Mieres-Chacaltana
- Departamento de Educación Media, Universidad Católica de Temuco, Temuco, Chile.,Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco, Chile
| | - Sonia Salvo-Garrido
- Departamento de Matemática y Estadística, Laboratorio de Investigación en Ciencias Sociales Aplicadas (LICSA), Universidad de La Frontera, Temuco, Chile
| | - Marianela Denegri
- Núcleo Científico y Tecnológico en Ciencias Sociales, Universidad de La Frontera, Temuco, Chile
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12
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Lin Y, Ding H, Zhang Y. Unisensory and Multisensory Stroop Effects Modulate Gender Differences in Verbal and Nonverbal Emotion Perception. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4439-4457. [PMID: 34469179 DOI: 10.1044/2021_jslhr-20-00338] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose This study aimed to examine the Stroop effects of verbal and nonverbal cues and their relative impacts on gender differences in unisensory and multisensory emotion perception. Method Experiment 1 investigated how well 88 normal Chinese adults (43 women and 45 men) could identify emotions conveyed through face, prosody and semantics as three independent channels. Experiments 2 and 3 further explored gender differences during multisensory integration of emotion through a cross-channel (prosody-semantics) and a cross-modal (face-prosody-semantics) Stroop task, respectively, in which 78 participants (41 women and 37 men) were asked to selectively attend to one of the two or three communication channels. Results The integration of accuracy and reaction time data indicated that paralinguistic cues (i.e., face and prosody) of emotions were consistently more salient than linguistic ones (i.e., semantics) throughout the study. Additionally, women demonstrated advantages in processing all three types of emotional signals in the unisensory task, but only preserved their strengths in paralinguistic processing and showed greater Stroop effects of nonverbal cues on verbal ones during multisensory perception. Conclusions These findings demonstrate clear gender differences in verbal and nonverbal emotion perception that are modulated by sensory channels, which have important theoretical and practical implications. Supplemental Material https://doi.org/10.23641/asha.16435599.
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Affiliation(s)
- Yi Lin
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Hongwei Ding
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences & Center for Neurobehavioral Development, University of Minnesota, Minneapolis
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13
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Lin Y, Ding H, Zhang Y. Gender Differences in Identifying Facial, Prosodic, and Semantic Emotions Show Category- and Channel-Specific Effects Mediated by Encoder's Gender. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:2941-2955. [PMID: 34310173 DOI: 10.1044/2021_jslhr-20-00553] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose The nature of gender differences in emotion processing has remained unclear due to the discrepancies in existing literature. This study examined the modulatory effects of emotion categories and communication channels on gender differences in verbal and nonverbal emotion perception. Method Eighty-eight participants (43 females and 45 males) were asked to identify three basic emotions (i.e., happiness, sadness, and anger) and neutrality encoded by female or male actors from verbal (i.e., semantic) or nonverbal (i.e., facial and prosodic) channels. Results While women showed an overall advantage in performance, their superiority was dependent on specific types of emotion and channel. Specifically, women outperformed men in regard to two basic emotions (happiness and sadness) in the nonverbal channels and only the anger category with verbal content. Conversely, men did better for the anger category in the nonverbal channels and for the other two emotions (happiness and sadness) in verbal content. There was an emotion- and channel-specific interaction effect between the two types of gender differences, with male subjects showing higher sensitivity to sad faces and prosody portrayed by the female encoders. Conclusion These findings reveal explicit emotion processing as a highly dynamic complex process with significant gender differences tied to specific emotion categories and communication channels. Supplemental Material https://doi.org/10.23641/asha.15032583.
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Affiliation(s)
- Yi Lin
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
| | - Hongwei Ding
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences & Center for Neurobehavioral Development, University of Minnesota Twin Cities, Minneapolis
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14
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Richardson H, Taylor J, Kane-Grade F, Powell L, Bosquet Enlow M, Nelson C. Preferential responses to faces in superior temporal and medial prefrontal cortex in three-year-old children. Dev Cogn Neurosci 2021; 50:100984. [PMID: 34246062 PMCID: PMC8274289 DOI: 10.1016/j.dcn.2021.100984] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Revised: 06/04/2021] [Accepted: 06/29/2021] [Indexed: 10/25/2022] Open
Abstract
Perceiving faces and understanding emotions are key components of human social cognition. Prior research with adults and infants suggests that these social cognitive functions are supported by superior temporal cortex (STC) and medial prefrontal cortex (MPFC). We used functional near-infrared spectroscopy (fNIRS) to characterize functional responses in these cortical regions to faces in early childhood. Three-year-old children (n = 88, M(SD) = 3.15(.16) years) passively viewed faces that varied in emotional content and valence (happy, angry, fearful, neutral) and, for fearful and angry faces, intensity (100%, 40%), while undergoing fNIRS. Bilateral STC and MPFC showed greater oxygenated hemoglobin concentration values to all faces relative to objects. MPFC additionally responded preferentially to happy faces relative to neutral faces. We did not detect preferential responses to angry or fearful faces, or overall differences in response magnitude by emotional valence (100% happy vs. fearful and angry) or intensity (100% vs. 40% fearful and angry). In exploratory analyses, preferential responses to faces in MPFC were not robustly correlated with performance on tasks of early social cognition. These results link and extend adult and infant research on functional responses to faces in STC and MPFC and contribute to the characterization of the neural correlates of early social cognition.
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Affiliation(s)
- H. Richardson
- Department of Pediatrics, Boston Children’s Hospital, United States
- Department of Pediatrics, Harvard Medical School, United States
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, United Kingdom
| | - J. Taylor
- Department of Pediatrics, Boston Children’s Hospital, United States
- Department of Pediatrics, Harvard Medical School, United States
| | - F. Kane-Grade
- Department of Pediatrics, Boston Children’s Hospital, United States
- Department of Pediatrics, Harvard Medical School, United States
- Institute of Child Development, University of Minnesota, United States
| | - L. Powell
- Department of Psychology, University of California San Diego, United States
| | - M. Bosquet Enlow
- Department of Psychiatry, Boston Children’s Hospital, United States
- Department of Psychiatry, Harvard Medical School, United States
| | - C.A. Nelson
- Department of Pediatrics, Boston Children’s Hospital, United States
- Department of Pediatrics, Harvard Medical School, United States
- Graduate School of Education, Harvard University, United States
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15
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Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18095027. [PMID: 34068594 PMCID: PMC8126066 DOI: 10.3390/ijerph18095027] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Revised: 05/05/2021] [Accepted: 05/07/2021] [Indexed: 11/21/2022]
Abstract
Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.
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16
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Wang Z, Chen M, Goerlich KS, Aleman A, Xu P, Luo Y. Deficient auditory emotion processing but intact emotional multisensory integration in alexithymia. Psychophysiology 2021; 58:e13806. [PMID: 33742708 PMCID: PMC9285530 DOI: 10.1111/psyp.13806] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 01/29/2021] [Accepted: 02/24/2021] [Indexed: 11/29/2022]
Abstract
Alexithymia has been associated with emotion recognition deficits in both auditory and visual domains. Although emotions are inherently multimodal in daily life, little is known regarding abnormalities of emotional multisensory integration (eMSI) in relation to alexithymia. Here, we employed an emotional Stroop‐like audiovisual task while recording event‐related potentials (ERPs) in individuals with high alexithymia levels (HA) and low alexithymia levels (LA). During the task, participants had to indicate whether a voice was spoken in a sad or angry prosody while ignoring the simultaneously presented static face which could be either emotionally congruent or incongruent to the human voice. We found that HA performed worse and showed higher P2 amplitudes than LA independent of emotion congruency. Furthermore, difficulties in identifying and describing feelings were positively correlated with the P2 component, and P2 correlated negatively with behavioral performance. Bayesian statistics showed no group differences in eMSI and classical integration‐related ERP components (N1 and N2). Although individuals with alexithymia indeed showed deficits in auditory emotion recognition as indexed by decreased performance and higher P2 amplitudes, the present findings suggest an intact capacity to integrate emotional information from multiple channels in alexithymia. Our work provides valuable insights into the relationship between alexithymia and neuropsychological mechanisms of emotional multisensory integration. Our behavioral and electrophysiological data provide substantial evidence for intact emotion multisensory integration in relation to alexithymia. With high ecological validity, these findings are of particular importance given that humans are constantly exposed to competing, complex audiovisual emotional information in social interaction contexts. Our work has important implications for the psychophysiology of alexithymia and emotional processing.
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Affiliation(s)
- Zhihao Wang
- Shenzhen Key Laboratory of Affective and Social Neuroscience, Magnetic Resonance Imaging, Center for Brain Disorders and Cognitive Sciences, Shenzhen University, Shenzhen, China.,Department of Biomedical Sciences of Cells & Systems, Section Cognitive Neuroscience, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Mai Chen
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Katharina S Goerlich
- Department of Biomedical Sciences of Cells & Systems, Section Cognitive Neuroscience, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - André Aleman
- Shenzhen Key Laboratory of Affective and Social Neuroscience, Magnetic Resonance Imaging, Center for Brain Disorders and Cognitive Sciences, Shenzhen University, Shenzhen, China.,Department of Biomedical Sciences of Cells & Systems, Section Cognitive Neuroscience, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Pengfei Xu
- State Key Laboratory of Cognitive and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China.,Center for Neuroimaging, Shenzhen Institute of Neuroscience, Shenzhen, China.,Guangdong-Hong Kong-Macao Greater Bay Area Research Institute for Neuroscience and Neurotechnologies, Kwun Tong, Hong Kong, China
| | - Yuejia Luo
- Shenzhen Key Laboratory of Affective and Social Neuroscience, Magnetic Resonance Imaging, Center for Brain Disorders and Cognitive Sciences, Shenzhen University, Shenzhen, China.,State Key Laboratory of Cognitive and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China.,Department of Psychology, Southern Medical University, Guangzhou, China.,The Research Center of Brain Science and Visual Cognition, Medical School, Kunming University of Science and Technology, Kunming, China.,Center for Neuroimaging, Shenzhen Institute of Neuroscience, Shenzhen, China
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