Department of Psychology.
Dev Psychol. 2022 Sep;58(9):1665-1675. doi: 10.1037/dev0001391. Epub 2022 Jun 2.
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 two- 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., " faces go here") or were not given labels (e.g., "faces like go here"). Study 1 results indicated no significant effects of labels for earlier-learned emotion categories, (1, 60) = .94, = .337, η² = .013. However, the Study 2 results revealed that labels improved emotion categorization for later-learned categories, (1, 60) = 8.15, = .006, η² = .024. 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. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
情绪分类能力对儿童的社会和情感发展具有长期影响。因此，确定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绪类别发展仍存在广泛争议。本研究旨在评估标签如何影响幼儿将面孔分为最早学习和后来学习的情绪类别的能力。在两项研究中，共有 128 名 2 岁和 3 岁的儿童（77 名女性；平均年龄=3.04 岁；35.9%为白人，12.5%为多种族裔或种族，6.3%为亚洲人，3.1%为黑人，42.2%未报告）接受了三种情绪类别（研究 1=快乐、悲伤、愤怒；研究 2=惊讶、厌恶、害怕）的测试。儿童将 30 张摆出典型面部表情的成年人的图像分类到三个类别之一中。儿童被随机分配到在分类前听到情绪标签（例如，“脸放在这里”）或没有听到标签（例如，“像 的脸放在这里”）。研究 1 的结果表明，标签对早期学习的情绪类别没有显著影响，(1,60)=.94, =.337, η² =.013。然而，研究 2 的结果表明，标签提高了后来学习的类别中的情绪分类，(1,60)=8.15, =.006, η² =.024。综上所述，这些结果表明标签对于情绪分类很重要，但标签的影响可能取决于儿童对情绪类别的熟悉程度。（PsycInfo 数据库记录（c）2022 APA，保留所有权利）。
