Early Cognitive Development Centre, School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia.
Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada.
J Exp Child Psychol. 2020 Oct;198:104879. doi: 10.1016/j.jecp.2020.104879. Epub 2020 Jun 23.
Research examining children's emotion judgments has generally used nonsocial tasks that do not resemble children's daily experiences in judging others' emotions. Here, younger children (4- to 6-year-olds) and older children (7- to 9-year-olds) participated in a socially interactive task where an experimenter opened boxes and made an expression (happy, sad, scared, or disgust) based on the object inside. Children guessed which of four objects (a sticker, a broken toy car, a spider, or toy poop) was in the box. Subsequently, children opened a set of boxes and generated facial expressions for the experimenter. Children also labeled the emotion elicited by the objects and static facial expressions. Children's ability to guess which object caused the experimenter's expression increased with age but did not predict their ability to generate a recognizable expression. Children's demonstration of emotion knowledge also varied across tasks, suggesting that when emotion judgment tasks more closely mimic their daily experiences, children demonstrate broader emotion knowledge.
研究儿童情绪判断的工作通常使用非社交任务，这些任务与儿童在判断他人情绪时的日常经验并不相似。在这里，年幼的儿童（4 至 6 岁）和年长的儿童（7 至 9 岁）参与了一项社交互动任务，实验者根据盒子里的物体打开盒子并做出一种表情（高兴、悲伤、害怕或厌恶）。孩子们猜测四个物体（贴纸、破玩具车、蜘蛛或玩具便便）中的哪一个在盒子里。随后，孩子们打开一组盒子，为实验者生成面部表情。孩子们还对物体和静态面部表情所引起的情绪进行了标注。孩子们猜测哪个物体引起了实验者表情的能力随着年龄的增长而提高，但这并不能预测他们生成可识别表情的能力。儿童在不同任务中表现出的情绪知识也有所不同，这表明当情绪判断任务更接近他们的日常生活经验时，儿童表现出更广泛的情绪知识。
