Investigating the influence of natural social information on infants’ development of emotion understanding

项目摘要/摘要 在生命早期对情绪信息进行感知和分类的能力对健康的社会认知至关重要 发展。先前的研究试图确定婴幼儿是如何了解他人的 通过检查这些孩子是否能区分或标记夸张的、刻板的面部表情来表达情感 配置。然而，在现实生活中，情绪的表达比实际情况有更多的可变性 在这些刻板印象的配置中描绘的。因此，婴儿暴露在AS中的实际动态输入 他们正在形成的情感类别还不得而知。为了准确识别婴幼儿如何 开发情绪类别，首先要了解哪些情绪信息(如面部 性格，情感标签)婴儿暴露在他们的自然环境中，第二，识别 这种自然输入如何与婴儿的情绪感知和分类有关。目前的提案将解决 这一文学鸿沟有两个目的。具体地说，目标1将描述婴儿接触社交网络的特征 自然环境中的信息。在此信息的基础上，目标2将审查 幼儿对自然社会信息的接触及其情绪知觉。目标1将使用 现有的视频和音频数据语料库。当语料库中的婴儿6个月、10个月和14个月大时，视频 将被FACS编码以识别婴儿视野中常见的面部配置，音频将被 为使用情感标签而编码。对于目标2，将招募一组新的婴儿纵向访问实验室 在与语料库中编码的相同的三个时间点(6、10和14个月)。母亲和婴儿将成为 当它们相互作用时记录，这些记录稍后将被编码用于来自AIM的相同情感信息 1.然后，婴儿将参与一个情绪感知任务，在这个任务中，高度刻板和自然的面部 婴儿眼球运动和事件相关电位将以绝对古怪的范式呈现。 录制好了。这项研究将探索来自婴儿母亲的自然情感信息如何与婴儿相关 随着时间的推移，对情绪感知任务的反应。为了实现这些目标，最重要的是 申请者获得了行为编码(FACS)和事件相关电位(ERPS)方面的方法论专业知识，这将使她能够 准确地刻画自然的社会信息，并确定婴儿隐含的哪些情感信息 期望属于情感范畴。最终，这项提案的结果将为以下理论提供信息 情绪发展，并可用于为早期情绪问题创建更有针对性的干预 正在处理。这些目标将在Vanessa LoBue博士、Lisa Feldman-Barrett博士的指导下完成， 和丽莎·奥克斯，他们共同拥有各种方法论和理论的跨学科专业知识 方向。拟议的培训目标，重点是建立更强大的理论和方法 在情感发展方面的基础，将扩大申请者的技能集并更好地为她的 成功的、独立的研究生涯，推动情绪发展领域向前发展。

Project Summary/Abstract The ability to perceive and categorize emotion information early in life is crucial for healthy social cognitive development. Prior research has attempted to identify how infants and young children learn about others’ emotions by examining whether those children can differentiate or label exaggerated, stereotypical facial configurations. However, in real life, emotions are expressed with substantially more variability than what is depicted in these stereotyped configurations. Thus, the actual dynamic input that infants are exposed to as they are forming emotion categories is still unknown. To accurately identify how infants and young children develop emotion categories, it is imperative to first, understand what emotion information (e.g., facial configurations, emotion labels) infants are exposed to in their natural environments, and to second, identify how this natural input relates to infant emotion perception and categorization. The current proposal will address this gap in the literature with two aims. Specifically, Aim 1 will characterize infants’ exposure to social information in their natural environment. Building on this information, Aim 2 will examine the relation between infants’ exposure to natural social information and their emotion perception. Aim 1 will be addressed using an existing corpus of video and audio data. When infants from the corpus are 6, 10, and 14 months of age, videos will be FACS coded to identify what facial configurations are common in infants’ field of view, and audio will be coded for use of emotion labels. For Aim 2, a new group of infants will be recruited to visit the lab longitudinally at the same three time points (6, 10, and 14 months) as those coded in the corpus. Mothers and infants will be recorded as they interact, and these recordings will later be coded for the same emotion information from Aim 1. Then, the infants will take part in an emotion perception task in which highly stereotyped and natural facial configurations will be presented in a categorical oddball paradigm as infant eye movements and ERPs are recorded. This study will explore how natural emotion information from the infants’ mother relates to infant responses to the emotion perception task over time. To accomplish these aims, it is imperative that the applicant gains methodological expertise in behavioral coding (FACS) and ERPs, which will allow her to accurately characterize natural social information, and to determine what emotion information infants implicitly expect to belong within emotion categories. Ultimately, results from this proposal will inform theories of emotional development and may be used to create more targeted interventions for early problems with emotion processing. These aims will be completed under the mentorship of Drs. Vanessa LoBue, Lisa Feldman-Barrett, and Lisa Oakes, who collectively have interdisciplinary expertise in a variety of methodologies and theoretical orientations. The proposed training goals, which focus on building a stronger theoretical and methodological foundation in emotional development, will expand the applicant’s skill set and better prepare her for a successful, independent research career that moves the field of emotional development forward.