Marissa Ogren, Vanessa LoBue, Catherine M Sandhofer
{"title":"How do emotion words impact children's emotion learning?","authors":"Marissa Ogren, Vanessa LoBue, Catherine M Sandhofer","doi":"10.1037/dev0001763","DOIUrl":null,"url":null,"abstract":"<p><p>Previous research suggests that the use of emotion labels helps children to learn about emotions. However, the mechanism behind this relation remains somewhat elusive. The present study examined 3-year-old children's (<i>N</i> = 72; <i>M</i><sub>age</sub> = 3.51 years; 42 female) ability to match faces to emotional vignettes, and the role that the use of emotion labels plays in this process. Parents identified participating children as White (<i>N</i> = 37), multiracial (<i>N</i> = 17), African American/Black (<i>N</i> = 5), Asian (<i>N</i> = 5), Hispanic (<i>N</i> = 3), Latino (<i>N</i> = 2), South Asian/Indian (<i>N</i> = 1), Middle Eastern (<i>N</i> = 1), and other (<i>N</i> = 1), and most children had a parent with a college degree (<i>N</i> = 66). After a pretest, children heard either explicit emotion labels (\"she feels <i>annoyed</i>\"), novel labels (\"she feels <i>wuggy</i>\"), or irrelevant information (\"she sits down\") paired with a vignette and associated facial configuration. Children were then tested again at posttest for evidence of learning. Results revealed that children only improved from pre- to posttest in the explicit label condition, demonstrating that explicit emotion labels, which are likely to be familiar to children, facilitate children's learning of emotion information. Altogether, our results suggest that familiarity with emotion words from prior daily experience may best explain how emotion words influence children's learning about emotions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":"641-648"},"PeriodicalIF":3.1000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0001763","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/6/24 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Previous research suggests that the use of emotion labels helps children to learn about emotions. However, the mechanism behind this relation remains somewhat elusive. The present study examined 3-year-old children's (N = 72; Mage = 3.51 years; 42 female) ability to match faces to emotional vignettes, and the role that the use of emotion labels plays in this process. Parents identified participating children as White (N = 37), multiracial (N = 17), African American/Black (N = 5), Asian (N = 5), Hispanic (N = 3), Latino (N = 2), South Asian/Indian (N = 1), Middle Eastern (N = 1), and other (N = 1), and most children had a parent with a college degree (N = 66). After a pretest, children heard either explicit emotion labels ("she feels annoyed"), novel labels ("she feels wuggy"), or irrelevant information ("she sits down") paired with a vignette and associated facial configuration. Children were then tested again at posttest for evidence of learning. Results revealed that children only improved from pre- to posttest in the explicit label condition, demonstrating that explicit emotion labels, which are likely to be familiar to children, facilitate children's learning of emotion information. Altogether, our results suggest that familiarity with emotion words from prior daily experience may best explain how emotion words influence children's learning about emotions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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