Posted: September 16th, 2017

Children’s Emotion Perception

Children’s Emotion Perception

 

 

Paper instructions:

The paper is a literature review so the goal is to tie studies together and come to some conceptual conclusions based on the research you have found. You need 9 citations (Use the ones attached) in 8-10 pages double spaced.
Children’s emotion perception
The paper is a lit review so the goal is to tie studies together and come to some conceptual conclusions based on the research you have found. I am happy to give feedback on an outline if you’d like. You need 10 citations in 8-10 pages.
Articles:
1) Can children recognize pride?

http://web.b.ebscohost.com.ezproxy.neu.edu/ehost/pdfviewer/pdfviewer?sid=f13d042f-d764-4a41-a586-6dbd07d11adc%40sessionmgr115&vid=19&hid=122

Article Authors: Jessica L. Tracy, Richard W. Robins and Kristin H. Lagattuta
Summary: Research has shown that pride, like the “basic’ emotions of anger, disgust, fear, happiness, sadness and surprise, has a distinct, nonverbal expression that can be recognized by adults.
Hypothesis: Can young children identify the pride expression and distinguish it from expressions of happiness and surprise.
What were the methods of the study? What measures were used?
-Experiment 1
Participants viewed 12 triptychs featuring three photographs of the same target displaying three different emotion expressions –pride, happiness and surprise. One male and one female target posed all the expressions. For the first version, targets posed with an expanded posture (expanded chest, shoulders, pulled back), small smile with closed mouth and arms raised above the head with fists. The second version of the pride expression was identical except arms were at the target’s sides, with hands placed on the hips. The procedure also included a nonstandard version of the surprise expression in which targets posed with arms raised at the elbow and hands open with palms forward to serve as a “foil” to the first version of the pride expressions. For each triptych children were asked to “point the photo were Joe-Jan is feeling: proud, surprise, happy. And respond by pointing to one of the three photos.
Experiment 2
The procedure was the same as in Experiment 1 with two exceptions. First the instructions were changed such that for every triptychs participants were told “Point to the picture were Jan-Joe is feeling proud, happy, surprised if seen in the pictures if not participant was told to say what he thinks he sees. This gave a response options such as “none of these are correct” option that has been shown to ameliorate concerns regarding the forced-choice response method. Given the concern that children in Experiment 1 may have recognized the pride expression through a process of elimination (i.e by using an exclusion rule) the inclusion of this option provides a fourth option that prevents children from simple deducing that an unknown emotion label must match the one unknown expression.

Who were the participants?
-50 children Ages 3-7
3 ages 9
10 ages 4
15 ages 5
8 ages 6
8 ages 7-8
Children were recruited from several schools serving ethnically diverse populations of largely middle class families

Results: Results of the two experiments show that children can recognize the pride expression by age 4 years. 4 to 7 year old children recognize prides as well as they recognize happiness. Pride recognition like happiness and surprise recognition improves from age 3 to 7 years and children’s ability to recognize pride cannot be accounted for by the use of an exclusion rule.

 

 

 

 
2) Children’s understanding of facial expression of emotion: II. Drawing of emotion-faces.

http://www.amsciepub.com/doi/pdf/10.2466/pms.1991.72.3c.1228

Summary: Children drew faces representing the emotional expression of fear, anger, surprise, disgust, happiness and sadness. The children and some adults, later decoded the drawings in an emotion recognition task.
Hypothesis: young children (ages4-5) can encode and decode facial information with respect to emotion.
Results: Children were more accurate in decoding their own drawing than adults were in decoding children’s drawings. Accurate decoding was a function of grade changing insignificantly from grade 2 to grade 4 and significantly in grade 7. According to results from t-test the emotion main effect was the result of differences among three groups of emotions: happy and sad were best identified following in turn by angry and surprised and finally by afraid and disgusted. The pattern of the grade main effect showed significant improvement only between grades 4 and 7 for happy, afraid and surprised drawings, while no grade differences were apparent for disgusted, angry and sad drawings. Overall children’s drawings were correctly decoded 70% of the time. There were no sex differences.

 

 

 

 

 

 

 

3) Child’s perception of robot’s emotions: Effects of platform context and experience.

http://download.springer.com/static/pdf/687/art%253A10.1007%252Fs12369-014-0230-6.pdf?auth66=1401045850_91a81cd311a53caa681922960595ad2d&ext=.pdf

Summary: In social interactions, it is important to be able to express recognizable emotions. Studies show that the iCat robot with humanoid features, has this capability. This study looks at the Nao robot, without humanoid facial features, but with a body and colored eyes is also able to express recognizable emotions.

What were the methods of the study? What measures were used?
– Evaluation of affective dynamic bodily expressions:
To investigate which of the expressions was best recognized for an emotion, a signal-detection task was created for this experiment. For every participant there were five trials that all focused on one of the created emotional expressions, which is the target for that trial. The Nao showed the target emotion among the other emotions and a neutral expression in every trial. If the robot showed the target emotion, participants had to score the movement as a ‘signal/yes’ and if the robot showed another emotion, the participants had to score the movement with ‘noise/no’. In every trial the signal that the participants needed to spot was one of the expressions. Within every trial 12 expressions were shown.
The best expressions with the highest discriminability within one emotion were chosen as the final expression for that emotion.
-Comparing bodily and facial expressions:
iCat: was already programmed to show the six basic emotions. The voice consisted of wav files made in the speech synthesis program fluency using the Dutch “Diana” voice. Nao: humanoid robot, has a speech synthesis in English and French. The bodily expressions and eye colors were created and validated in part 1 of the study.
The research was conducted as a within—subject design. The DV was the recognition rate of the emotional expressions. The second independent variable had two levels within and without. In the within condition a story was told by the computer with a different voice than the voices used by the robots. After one or two sentences spoken by the computer one of the robots said something in line with the story and then displayed the appropriate emotion. The third dependent variable was time to investigate if emotion recognition can increase with multiple experiences; this experiment was conducted twice with a week in between.

 

Who were the participants?
Evaluation of affective dynamic bodily expressions:
8 participants 5 male 3 women
Comparing bodily and facial expressions:
14 children 5boys 9 girls ages 8-9 were recruited from the 5th grade of the elementary school OBS de Watersnip in the Netherlands.
Hypothesis: Can children recognize robot emotions just as well in a robot that does not have facial features, as in a robot that does not have facial features?
– Results: First the correct recognition per emotion and per robot were compared. For sad an ANOVA shows that the recognition rated are significantly higher than for the Nao. For both robots there were significantly more correct recognitions than incorrect recognitions. This means that the Nao movements (in combination with certain eye color) used in the experiment consisted of a good set of emotions that could be recognized by children. Surprised is often recognized as ‘no emotion’ for the iCat (17.86%) and for the Nao (19.64). This expression of for both robots confused with happy. The sad expression is least recognized for the Nao and the happy expression for the iCat might be low in recognition because it is too similar with the neutral expression. For both robots the anger expression is the best recognizable.
The first hypothesis stated that the 5 of the 6 basic emotions would be easier to recognize correctly by children when expressed through facial expressions from the iCat compared to bodily expressions from the Nao, because the face is the main feature humans use for expressing emotions. Only for the sad emotions this hypothesis was true. The facial expression from the iCat had significantly higher rates than the bodily expressions from the Nao. The last hypothesis stated that in the second session the correct recognition rated would be higher than in the first session. The second session, all conditions show higher recognition rated than in the first session.

 

 

 

4) Feeling and Thinking of Others: Affective and Cognitive, Empathy and Emotion Comprehension in Prosocial/Hostile Preschoolers.

http://web.b.ebscohost.com.ezproxy.neu.edu/ehost/pdfviewer/pdfviewer?vid=4&sid=56fae9e3-21d6-4e35-89a3-4658b80c8cce%40sessionmgr198&hid=124

Article Authors: Carmen Belacchil and Eleonora Farina
What were the methods of the study? What measures were used?
-We used both teacher ratings on empathy, social desirability and participants role in bullying, and a direct assessment of children’s emotion comprehension.
Teachers were asked to fill in a questionnaire, structured in three sections:
(a)Empathic Responsiveness scale, a modified version of the Interpersonal Reactivity Index (IRI).
(b)Social Desirability Scale, a design independent variable, expressing children’s tendency to satisfy others expectations, according to conventional rules.
(c)Participant 8 Roles Questionnaire: composed of 24 items, three for each role; Proocial roles, Hostile roles, Victim and Outsider.
Children’s emotion comprehension was measured by administering the TEC: a series of cartoons scenarios placed on the top of each page, the bottom part of the same page shows 4 possible emotional outcomes depicted by facial expressions.
Who were the participants? 188 children: 102 boys 86 girls (39-78months) 20 Teachers: All females (25-48years)
Summary: This study aims at investigating the affective and cognitive components of empathy in relation to both emotion comprehension and prosocial/hostile behaviors in preschoolers.
Hypothesis: The study predicted the existence of a significant positive link of all empathy measures with both emotion comprehension and prosocial roles and a negative link with both hostile roles and the outsider role. There were also expectations of a positive link of social desirability and its relationship with empathy measures and emotion comprehension.
Results: The study revealed the multifaceted relationships between preschool children’s empathic competences (as attributed by teachers) and both their emotion comprehension and tendency to assume prosocial or hostile roles with their peers.
Empathy: The study conducted a multivariate ANOVA on the average score of empathy, with gender and age as independent variables. Age did not show any significant influence, and gender empathy scores where higher to girls than boys.
Social desirability: The study also conducted an ANOVA on the average scores of social desirability with sex and age as independent variables. It was found that social desirability decreases with age and that girls are considered more oriented toward desirable behavior than boys.
The relation between empathy and social desirability found that the more a child is perceived as “empathic” he/she will be considered as behaving according to social standards.

 

 

 

 

 

 

 

 

 

 

5) Putting motion in emotion: Do dynamic presentations increase preschoolers recognition of emotion?

http://ac.els-cdn.com.ezproxy.neu.edu/S0885201411000372/1-s2.0-S0885201411000372-main.pdf?_tid=df3e244e-df6e-11e3-81da-00000aab0f01&acdnat=1400515483_97ac075929b2737ca8ce53d6525d15ba

Summary of study: 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 the study presented preschoolers with facial expressions as either static images or dynamic audiovisual clips.
Hypothesis: Are young children more likely to attribute the target label to dynamic expressions rather than static.
Results: -The children in this study labeled household objects in the preliminary clips and they provided emotion labels for the emotionally expressive photographs and clips- labels that were correct as to valence. However in previous studies more than 1/3 of the time the labels were not the ones that adults provided or find correct. No adding motion to a facial expression did not increase children’s production of the correct label. Correct labeling of the audiovisual clips was equal to that of the standard photographs and lower than that of the study-created photographs, which were simple still frames from the clips.

 

 

 

 
6) The Perception of Vocal Cues of Emotion by Spanish-Speaking Limited English Proficient Children

http://cdq.sagepub.com.ezproxy.neu.edu/content/20/2/19.full.pdf+html

Summary: Children learning language whether it be their first or second language, learn to identify both linguistic and paralinguistic cues which impart meaning to the sentences.
Hypothesis: Is there a difference in the accuracy with which normally developing bilingual children judge vocal cues of emotion in their L1 (first language) and L2 (second language). Is there ability to accurately judge these cues in L2 related to their degree of L2 proficiency.
Results: The study revealed that there is a significant difference between the children’s responses in English and Spanish. There was also a significant difference in children’s accuracy in responding to female vs male speakers, with responses being more accurate for sentences spoken by female speakers. No significant interaction between gender and language of the speakers to whom the children responded. The age of the children did not affect the accuracy of their responses.

 

 

 

 

 

 
7) The perception of emotional expression in music: evidence from infants, children and adults.

http://www.ling.hawaii.edu/clrg/music.pdf

Summary: -Study investigates the development of perception of emotion in music.
Hypothesis: Can children as young as 4years, compared to adults, interpret discrete emotions by matching music to facial expressions.
Results: Study1
The majority of adults (50% or greater) matched the musical pieces to the photographs. The children choices were more highly variable than the adults, with only one piece of music eliciting a majority (over 50%) response that matched the adults. Children also provided a verbal label to each piece, of these 75% were consistent with their photo choices. In the study both children and adults chose the neutral face about equally often overall this might indicate that some pieces of music are not as transparent at communicating an emotion.
Study2
Children looked longer to the happy displays than the sad displays in both the affectively concordant and discordant conditions. The proportion of total looking(PTLT) time was calculated for each of the affectively concordant and discordant pairs, this was the amount of looking time to an expression divided by the total looking time in that condition. The PTLT for the affectively and discordant conditions was then compared using a matched sample t test and found that infants proportion of looking time to the affectively concordant displays was not significantly different from that to the affectively discordant displays. However infants looked proportionally longer to the happy expressions compared to the sad.

 

 

 

 

8) What the face and body reveal: In-group emotion effects and stereotyping of emotion in African American and European American children

http://ac.els-cdn.com.ezproxy.neu.edu/S0022096511000816/1-s2.0-S0022096511000816main.pdf?_tid=e47f1e8a-d9e3-11e3-bba900000aab0f02&acdnat=1399906036_a54351a2313ddb5f2966bef29d43ee33

Summary: The study examined whether 3-7 year-old African American and European American children’s assessment of emotion in face only, face and body and body only photographic stimuli was affected by in-group emotion recognition effects and racial or gender stereotyping of emotion.
Hypothesis: The objective of the study was to determine whether racial and gender in-group advantages for emotion recognition were present, with children being better at recognizing emotion in individuals of their same background.
Results: Preliminary analyses revealed that age affected children’s accuracy rates to the extent that 5-7 year olds were more accurate in identifying emotion than 3 and 4 year olds.
African American children showed mostly out-group advantages in their ability to decode expressions of female afraid, surprise and male neutral. Only one in-group advantage was found in with African American children and that was when judging male photos expressing surprise.
In contrast European American children exhibited mostly racial in-group advantages for expressions of male and female surprise and female mad. Only one out group advantage was found when judging male photos expressing sad.