Recognition of facial emotions across the lifespan: 8-year-olds resemble older adults

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2023-02-11 DOI:10.1111/bjdp.12442
Ted Ruffman, Qiuyi Kong, Hui Mei Lim, Kangning Du, Emilia Tiainen
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引用次数: 1

Abstract

On standard emotion recognition tasks with relatively long or unlimited stimuli durations, recognition improves as children grow older, whereas older adults are worse than young adults. Crucially, it was unknown (a) how older adults compare to age groups below young adulthood and (b) whether children can recognize emotions at shorter durations, with short durations likely common in real life. We compared emotion recognition in 5-year-olds, 8-year-olds, young adults and older adults at very brief durations (50 ms, 250 ms) as well as standard unlimited durations. Eight-year-olds were better than 5-year-olds, young adults than all groups, and there was a striking similarity between 8-year-olds and older adults, providing the first clear indication that older adults' recognition abilities are equivalent to that of an 8-year-old at all durations. Emotion recognition was above chance on all emotions and durations among the three older age groups and on most stimuli for 5-year-olds.

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在整个生命周期中对面部情绪的识别:8岁的孩子与老年人相似
在相对较长或无限刺激持续时间的标准情绪识别任务中,随着儿童年龄的增长,识别能力会提高,而老年人的识别能力比年轻人差。至关重要的是,尚不清楚(a)老年人与年轻成年以下的年龄组相比如何;(b)儿童是否能在较短的持续时间内识别情绪,这种持续时间短的情况在现实生活中很常见。我们比较了5岁儿童、8岁儿童、年轻人和老年人在非常短的持续时间(50毫秒、250毫秒)和标准无限持续时间下的情绪识别。8岁的孩子比5岁的孩子好,年轻人比所有群体都好,8岁的孩子和老年人之间有惊人的相似之处,这第一次清楚地表明,老年人的识别能力在任何时候都与8岁的孩子相当。在三个年龄较大的年龄组中,情绪识别在所有情绪和持续时间上都高于偶然,在大多数5岁的刺激上也高于偶然。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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