Sorting out emotions: How labels influence emotion categorization.
Sorting out emotions: How labels influence emotion categorization.
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DOI：
10.1037/dev0001391
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发表时间：
2022-09
影响因子：
4
通讯作者：
Sandhofer, Catherine M
中科院分区：
文献类型：
--
作者：
Price, Gwendolyn F;Ogren, Marissa;Sandhofer, Catherine M
对情绪进行分类的能力对儿童的社会和情感发展有着长期的影响。因此，识别影响早期情绪分类的因素非常重要。然而，语言是否以及如何影响情感类别的发展仍然存在广泛的争议。本研究的目的是评估标签如何影响幼儿的能力，组的面孔到情绪类别的最早学习和后来学习的情绪类别。在两项研究中，128名2岁和3岁的儿童（77名女性;平均年龄=3.04岁; 35.9%为白色，12.5%为多个种族或种族，6.3%为亚洲人，3.1%为黑人，42.2%未报告）呈现三种情绪类别（研究1=快乐，悲伤，愤怒;研究2=惊讶，厌恶，害怕）。孩子们将30张成人的面部表情图片分为三类。孩子们被随机分配到在分类之前听到情绪标签（例如，“Happy Faces Go Here”）或未被给予标签（例如，“像这样的脸去这里”）。研究1的结果表明，在研究1中，标签对早期学习的情绪类别没有显著影响（F（1，60）=0.94，p= 0.337，）。然而，研究2的结果显示，标签改善了后来学习的类别的情感分类（F（1，60）=8.15，p= 0.006，）。两者合计，这些结果表明，标签是重要的情绪分类，但标签的影响可能取决于儿童的熟悉程度的情绪类别。
The ability to categorize emotions has long-term implications for children’s social and emotional development. Therefore, identifying factors that influence early emotion categorization is of great importance. Yet, whether and how language impacts emotion category development is still widely debated. The present study aimed to assess how labels influence young children’s ability to group faces into emotion categories for both earliest-learned and later-learned emotion categories. Across two studies, 128 2- and 3-year-olds (77 female; Mean age=3.04 years; 35.9% White, 12.5% Multiple ethnicities or races, 6.3% Asian, 3.1% Black, and 42.2% not reported) were presented with three emotion categories (Study 1=happy, sad, angry; Study 2=surprised, disgusted, afraid). Children sorted 30 images of adults posing stereotypical facial expressions into one of the three categories. Children were randomly assigned to either hear the emotion labels before sorting (e.g., “happy faces go here”) or were not given labels (e.g., “faces like this go here”). Study 1 results indicated no significant effects of labels for earlier-learned emotion categories in Study 1 (F(1,60)=0.94, p=.337, ). However, the Study 2 results revealed that labels improved emotion categorization for later-learned categories (F(1,60)=8.15, p=.006, ). Taken together, these results suggest that labels are important for emotion categorization, but the impact of labels may depend on children’s familiarity with the emotion category.