Cavadini Thalia, Riviere Elliot, Gentaz Edouard
Department of Psychology, University of Geneva, 1205 Geneva, Switzerland.
Univ. Lille, ULR 4072-PSITEC-Psychologie: Interactions Temps Emotions Cognition, F-59000 Lille, France.
Children (Basel). 2024 Aug 22;11(8):1031. doi: 10.3390/children11081031.
The experimental evaluation of young children's socio-emotional abilities is limited by the lack of existing specific measures to assess this population and by the relative difficulty for researchers to adapt measures designed for the general population.
This study examined six early social-emotional abilities in 86 typically developing children aged 1 to 3 years using an eye-tracking-based experimental paradigm that combined visual preference tasks adapted from pre-existing infant studies.
The aim of this study is to obtain developmental norms in six early social-emotional abilities in typical children aged 1 to 3 years that would be promising for an understanding of disorders of mental development. These developmental standards are essential to enable comparative assessments with children with atypical development, such as children with Profound Intellectual and Multiple Disabilities (PIMD).
The participants had greater spontaneous visual preferences for biological (vs. non-biological) motion, socially salient (vs. non-social) stimuli, the eye (vs. mouth) area of emotional expressions, angry (vs. happy) faces, and objects of joint attention (vs. non-looked-at ones). Interestingly, although the prosocial (vs. antisocial) scene of the socio-moral task was preferred, both the helper and hinderer characters were equally gazed at. Finally, correlational analyses revealed that performance was neither related to participants' age nor to each other (dismissing the hypothesis of a common underpinning process).
Our revised experimental paradigm is possible in infants aged 1 to 3 years and thus provides additional scientific proof on the direct assessment of these six socio-emotional abilities in this population.
幼儿社会情感能力的实验评估受到现有特定评估方法的缺乏以及研究人员难以改编针对普通人群设计的评估方法的限制。
本研究使用基于眼动追踪的实验范式，对86名1至3岁发育正常的儿童的六种早期社会情感能力进行了研究，该范式结合了从先前婴儿研究改编而来的视觉偏好任务。
本研究的目的是获得1至3岁典型儿童六种早期社会情感能力的发育规范，这将有助于理解心理发展障碍。这些发育标准对于与非典型发育儿童（如重度智力和多重残疾儿童）进行比较评估至关重要。
参与者对生物（而非非生物）运动、社会显著（而非非社会）刺激、情感表达的眼睛（而非嘴巴）区域、愤怒（而非快乐）面孔以及共同关注的对象（而非未被注视的对象）有更大自发视觉偏好。有趣的是，尽管社会道德任务中的亲社会（而非反社会）场景更受青睐，但帮助者和阻碍者角色被注视的程度相同。最后，相关分析表明，表现既与参与者年龄无关，也与彼此无关（排除了共同潜在过程的假设）。
我们修订的实验范式在1至3岁婴儿中是可行的，从而为直接评估该人群的这六种社会情感能力提供了额外的科学依据。
