Developmental changes in the categorical processing of positive and negative facial expressions

Synchrony or asynchrony: development of facial expression recognition from childhood to adolescence based on large-scale evidence

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.

Recognition of emotional body language from dyadic and monadic point-light displays in 5-year-old children and adults

Most child studies on emotion perception used faces and speech as emotion stimuli, but little is known about children's perception of emotions conveyed by body movements, that is, emotional body language (EBL). This study aimed to investigate whether processing advantages for positive emotions in children and negative emotions in adults found in studies on emotional face and term perception also occur in EBL perception. We also aimed to uncover which specific movement features of EBL contribute to emotion perception from interactive dyads compared with noninteractive monads in children and adults. We asked 5-year-old children and adults to categorize happy and angry point-light displays (PLDs), presented as pairs (dyads) and single actors (monads), in a button-press task. By applying representational similarity analyses, we determined intra- and interpersonal movement features of the PLDs and their relation to the participants' emotional categorizations. Results showed significantly higher recognition of happy PLDs in 5-year-olds and of angry PLDs in adults in monads but not in dyads. In both age groups, emotion recognition depended significantly on kinematic and postural movement features such as limb contraction and vertical movement in monads and dyads, whereas in dyads recognition also relied on interpersonal proximity measures such as interpersonal distance. Thus, EBL processing in monads seems to undergo a similar developmental shift from a positivity bias to a negativity bias, as was previously found for emotional faces and terms. Despite these age-specific processing biases, children and adults seem to use similar movement features in EBL processing.

Infants aren't biased toward fearful faces

Grossmann's argument for the "fearful ape hypothesis" rests on an incomplete review of infant responses to emotional faces. An alternate interpretation of the literature argues the opposite, that an early preference for happy faces predicts cooperative learning. Questions remain as to whether infants can interpret affect from faces, limiting the conclusion that any "fear bias" means the infant is fearful.

The Relationship Between Childhood Emotional Abuse and Processing of Emotional Facial Expressions in Healthy Young Men: Event-Related Potential and Behavioral Evidence

Background: Individuals exposed to childhood maltreatment present with a deficiency in emotional processing in later life. Most studies have focused mainly on childhood physical or sexual abuse; however, childhood emotional abuse, a core issue underlying different forms of childhood maltreatment, has received relatively little attention. The current study explored whether childhood emotional abuse is related to the impaired processing of emotional facial expressions in healthy young men. Methods: The emotional facial processing was investigated in a classical gender discrimination task while the event-related potentials (ERPs) data were collected. Childhood emotional abuse was assessed by a Childhood Trauma Questionnaire (CTQ) among 60 healthy young men. The relationship between the score of emotional abuse and the behavioral and the ERP index of emotional facial expression (angry, disgust, and happy) were explored. Results: Participants with a higher score of childhood emotional abuse responded faster on the behavioral level and had a smaller P2 amplitude on the neural level when processing disgust faces compared to neutral faces. Discussion: Individuals with a higher level of childhood emotional abuse may quickly identify negative faces with less cognitive resources consumed, suggesting altered processing of emotional facial expressions in young men with a higher level of childhood emotional abuse.

A Multimodal Comparison of Emotion Categorization Abilities in Children With Developmental Language Disorder

Purpose Current research has demonstrated that behavioral, emotional, and/or social difficulties often accompany developmental language disorder (DLD). It is an open question to what degrees such difficulties arise as consequence of impaired language and communicative skills, or whether they might also be driven by deficits in verbal and nonverbal emotion processing (e.g., the reduced ability to infer and verbalize emotional states from facial expressions). Regarding the existence of nonverbal deficits, previous research has yielded inconsistent findings. This study was aimed at gaining deeper knowledge of the basic aspects of emotion understanding in children with DLD by comparing their performance on nonverbal and verbal emotion categorization tasks to that of typically developing children. Method Two verbal tasks (Lexical Decision and Valence Decision With Emotion Terms) and two nonverbal tasks (Face Decision and Valence Decision With Facial Expressions) were designed to parallel each other as much as possible, and conducted with twenty-six 6- to 10-year-old children diagnosed with DLD. The same number of typically developed children, carefully matched by age and gender, served as a control group. Results The children with DLD showed lower performance in both verbal tasks and exhibited noticeable problems in the nonverbal emotion processing task. In particular, they achieved lower accuracy scores when they categorized faces by their valence (positive or negative), but did not differ in their ability to distinguish these faces from pictures displaying animals. Conclusions This study provides evidence for the hypothesis that problems in emotion processing in children with DLD might be multimodal. Therefore, the results support the idea of mutual influences in the development of language and emotion skills and contribute to the current debate about the domain specificity of DLD (formerly referred to as specific language impairment).

Investigating the Effects of Embodiment on Emotional Categorization of Faces and Words in Children and Adults

The facial feedback hypothesis (FFH) indicates that besides being involved in the production of facial expressions, the musculature of the face also influences one's perception of emotional stimuli. Recently, this effect has been the focus of increased scrutiny as efforts to replicate a key study with adult participants supporting this hypothesis, using the so-called "pen-in-the-mouth" task, have not been successful at several labs. Our series of experiments attempted to investigate whether the assumed embodiment effect can be reproduced in a simplified emotional categorization task for emotional faces and words. We also wanted to test whether the embodiment effect can be detected in children because it is assumed that their bodily processes are especially closely linked with their sensory and cognitive processes. Our experiments involved child and adult participants categorizing faces and words as positive or negative as quickly as possible, while inducing a positive or negative facial or bodily state (holding a straw in the mouth such that a smile or a frown was generated, or creating a positive or negative body posture). The positive or negative facial and bodily states could therefore be either congruent or incongruent with the valence of the target face and word stimuli. Our results did not show any significant differences between the congruent and incongruent conditions in either children or adults. This suggests that embodiment effects either do not significantly impact valence-based categorization or are not strong enough to be detected by our approach considering the sample size in the present study.

The Role of Emotional Valence for the Processing of Facial and Verbal Stimuli-Positivity or Negativity Bias?

Emotional valence is predominately conveyed in social interactions by words and facial expressions. The existence of broad biases which favor more efficient processing of positive or negative emotions is still a controversial matter. While so far this question has been investigated separately for each modality, in this narrative review of the literature we focus on valence effects in processing both words and facial expressions. In order to identify the factors underlying positivity and negativity effects, and to uncover whether these effects depend on modality and age, we present and analyze three representative overviews of the literature concerning valence effects in word processing, face processing, and combinations of word and face processing. Our analysis of word processing studies points to a positivity bias or a balanced processing of positive and negative words, whereas the analysis of face processing studies showed the existence of separate positivity and negativity biases depending on the experimental paradigm. The mixed results seem to be a product of the different methods and types of stimuli being used. Interestingly, we found that children exhibit a clear positivity advantage for both word and face processing, indicating similar processing biases in both modalities. Over the course of development, the initial positivity advantage gradually disappears, and in some face processing studies even reverses into a negativity bias. We therefore conclude that there is a need for future research that systematically analyses the impact of age and modality on the emergence of these valence effects. Finally, we discuss possible explanations for the presence of the early positivity advantage and its subsequent decrease.