Strand Paul S, Downs Andrew, Barbosa-Leiker Celestina
Department of Psychology, Washington State University.
Department of Psychological Sciences, University of Portland.
Dev Psychol. 2016 Aug;52(8):1182-91. doi: 10.1037/dev0000144.
The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding variables and receptive language skills were obtained at 2 time points, separated by 24 weeks. Path results for autoregressive cross-lagged structural equation models revealed support for the BET predictions for younger preschoolers (ages 36 to 48 months). In contrast, results for older preschoolers (ages 49 to 67 months) revealed bidirectional influences between receptive language and emotion understanding consistent with constructionist theories of emotion. Findings support a hybrid model in which associations between receptive language and emotion understanding skills are initially nonsignificant and become significant over time. The implications of emotion expression recognition as an early toehold for the development of more advanced emotion understanding skills are discussed. (PsycINFO Database Record
作者们探究了基本情绪理论（BET）的预测，即面部情绪表达识别技能在其自身发展方面具有独立性，但却是情绪观点采择技能发展的基础。研究参与者包括417名学龄前儿童，在两个相隔24周的时间点获取了这两种情绪理解变量以及接受性语言技能的评估结果。自回归交叉滞后结构方程模型的路径结果显示，支持了针对较小学龄前儿童（36至48个月）的BET预测。相比之下，较大学龄前儿童（49至67个月）的结果显示，接受性语言与情绪理解之间存在双向影响，这与情绪建构主义理论一致。研究结果支持了一种混合模型，即接受性语言与情绪理解技能之间的关联最初不显著，随着时间推移变得显著。文中讨论了情绪表达识别作为更高级情绪理解技能发展的早期切入点的意义。（PsycINFO数据库记录）
