A longitudinal study of emotion recognition and preschool children's social behavior

Author(s): Bastiani, A.

Journal/Book: Merrill Palmer Quart J Devel. 1997; 43: 4809 Woodward Ave, Detroit, MI 48201-1309. Wayne State Univ Press. 107-128.

Abstract: Little is known about relations between preschoolers' social behavior and emotion recognition accuracy and bias with familiar classmates, and no study has examined changes in emotion recognition over time. Participants were 90 4-year-old preschoolers (47 male). Three weeks after preschool began and again 5 months later, children were photographed posing emotional expressions. At each time point classmates were asked to identify the expressions. Social behavior measures included teacher ratings and peer sociometric ratings. Major conclusions were: (a) Recognition biases were more important than recognition accuracy in predicting social behavior. (b) Angry recognition biases negatively influenced social behavior. (c) Recognition biases that are beneficial may vary depending on children's familiarity. (d) Recognition accuracy is not stable over time.

Note: Article Barth JM, Skidmore Coll, Dept Psychol, Saratoga Springs,NY 12866 USA

Keyword(s): FACIAL EXPRESSIONS; SOCIOMETRIC STATUS; NONVERBAL-COMMUNICATION; COMPETENCE; SKILLS; PSYCHOPATHOLOGY; SITUATIONS; COGNITION

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