Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)

The neurodevelopment of emotion recognition is critical to achieving an adequate Social Cognition. This ability is developed during the first years through primary social referents, and later peers are a source of training that facilitates insertion in social groups. Most of the emotion recognition...

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Autores:: Poenitz, Ana Victoria
Román, Néstor Fabián

Tipo de recurso:: Article of journal

Fecha de publicación:: 2020

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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dc.title.spa.fl_str_mv	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
title	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
spellingShingle	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC) Emotions Recognition, test Social cognition (SC) Learning REBEC Neurodevelopement
title_short	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
title_full	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
title_fullStr	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
title_full_unstemmed	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
title_sort	Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)
dc.creator.fl_str_mv	Poenitz, Ana Victoria Román, Néstor Fabián
dc.contributor.author.spa.fl_str_mv	Poenitz, Ana Victoria Román, Néstor Fabián
dc.subject.spa.fl_str_mv	Emotions Recognition, test Social cognition (SC) Learning REBEC Neurodevelopement
topic	Emotions Recognition, test Social cognition (SC) Learning REBEC Neurodevelopement
description	The neurodevelopment of emotion recognition is critical to achieving an adequate Social Cognition. This ability is developed during the first years through primary social referents, and later peers are a source of training that facilitates insertion in social groups. Most of the emotion recognition tests used are based on reagents that use adult faces, which can be a problem when evaluating the ability to recognize basic emotions in children. The objective of the research was to study this ability in children, analyzing its incremental validity on the variables age, valence, gender and emotional category. The Recognition of Basic Emotions in Childhood Test (REBEC) was designed using 30 reagents based on faces of children expressing five basic emotions of different intensity (low, medium and high). The REBEC was administered to 214 children, between 6 and 12 years old. The maximum score was 30. The average (M) of correct answers was 19.86; with a standard deviation (SD) of ± 4.12. The study sample was divided into seven groups according to the level of schooling. The group of 12 years-old obtained the highest yield (M) 22.18 ± 4.12. The 6-years olds’ group obtained the lowest yield (M) of 17.78 ± 4.41. The (M) of hits in girls was 20.61 ± 3.91; being of (M) 19.24 ± 4.21 for children. The Emotion Happiness was the most recognized (M) 93.8%, followed by Anger (M) 75.1%, Sadness (M) 58.6%, Disgust (M) 56.3%, and Fear (M) 47, 4%, We analyzed the level of success according to age, configuring the trajectory of Neurodevelopment for each emotion, taking incorrect categorization of emotions into account: disgust, tended to be confused with Anger or Sadness. After obtaining the normative data of the REBEC Test and observing its psychometric properties and the sensitivity for the detection of the differences between groups, it is postulated as a valid and reliable instrument for the measurement of the facial expression abilities of the basic emotions in childhood.
publishDate	2020
dc.date.issued.none.fl_str_mv	2020-07
dc.date.accessioned.none.fl_str_mv	2021-03-17T16:05:41Z
dc.date.available.none.fl_str_mv	2021-03-17T16:05:41Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.issn.spa.fl_str_mv	2504284X
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/11323/8035
dc.identifier.doi.spa.fl_str_mv	https://doi.org/10.3389/feduc.2020.00110
dc.identifier.instname.spa.fl_str_mv	Corporación Universidad de la Costa
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identifier_str_mv	2504284X Corporación Universidad de la Costa REDICUC - Repositorio CUC
url	https://hdl.handle.net/11323/8035 https://doi.org/10.3389/feduc.2020.00110 https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Araya, K., Araya, C., Chaigneau, S., Martínez, L., and Castillo, R. (2009). La influencia de los procesos controlados en el razonamiento con Teoría de la Mente (ToM) en niños con y sin discapacidad intelectual. Revista Latinoamericana de Psicología 41, 197–211 Batty, M., and Taylor, M. J. (2006). The development of emotional face processing during childhood. Dev. Sci. 9, 207–220. doi: 10.1111/j.1467-7687.2006.00480.x Bisquerra, R., and Pérez, N. (2012). Educación emocional: estrategias para su puesta en práctica. Revista de la Asociación de Inspectores de Educación de España 16, 1–11 Boyatzis, C. J., Chazan, E., and Ting, C. Z. (1993). Preschool children’s decoding of facial emotions. J. Genet. Psychol. 154, 375–382. doi: 10.1080/00221325.1993.10532190 Bullock, M., and Russell, J. A. (1985). Further evidence on preschooler’s interpretations of facial expressions. Int. J. Behav. Dev. 8, 15–38. doi: 10.1177/016502548500800103 Camras, L. A., and Allison, K. (1985). Children’s understanding of emotional facial expressions and verbal labels. J. Nonverbal. Behav. 9, 84–94. doi: 10.1007/BF00987140 Caron, R. F., Caron, A. J., and Meyers, R. S. (1982). Abstraction of invariant face expressions in infancy. Child Dev. 53, 1008–1015. doi: 10.2307/1129141 Ceja, V. S., and Pérez (2002). Descriptive comparative study between Colombian and Brazilian children on the recognition of basic emotional expressions such as component of emotional intelligence. Pontificia Universidad Javeriana, Faculty of Psychology Damasio, A. R. (1994). Descartes’s Mistake: The Reason for Emotions. Santiago: Andrés Bello Darwin, C. (1873). The Expression of Emotions in Animals and Man. New York, NY: Appleton. Denham, S. A. (1998). Emotional Development in Young Children. New York. NY: Guilford. Durand, K., Gallay, M., Seigneuric, A., Robichon, F., and Baudouin, J. (2007). The development of facial emotion recognition: the role of with gural information. J. Exp. Child Psychol. 97, 14–27. doi: 10.1016/j.jecp.2006.12.001 Ekman, P. (2003). El rostro de las emociones. Barcelona: RBA Ekman, P., and Friesen, W. V. (1976). Measuring facial movement. J. Environ. Psychol. 1, 56–75. doi: 10.1007/BF01115465 Ekman, P., Friesen, W. V., O’Sullivan, M., Chan, A., Diacoyanni-Tarlatzis, I., Heider, K., et al. (1987). Universals and cultural differences in the judgments of facial expressions of emotion. J. Pers. Soc. Psychol. 53, 712–717. doi: 10.1037/0022-3514.53.4.712 Fox, J. (2001). Identifying Emotions in Faces: A Developmental Study. Washington, DC: Intel Science Talent Search. Retrieved from: psych.nyu.edu/pelli/docs/JeremyFoxIntel.pdf Gagnon, M., Gosselin, P., and Maassarani, R. (2014). Children’s ability to recognize emotions from partial and complete facial expressions. J. Genet. Psychol. 175, 416–430. doi: 10.1080/00221325.2014.941322 Gao, X., and Maurer, D. (2009). Influence of intensity on children’s sensitivity to happy, sad, and fearful facial expressions. J. Exp. Child Psychol. 102, 503–521. doi: 10.1016/j.jecp.2008.11.002 Gao, X., and Maurer, D. (2010). A happy story: developmental changes in children’s sensitivity to facial expressions of varying intensities. J. Exp. Child Psychol. 107, 67–86. doi: 10.1016/j.jecp.2010.05.003 Golan, O., Sinai-Gavrilov, Y., and Baron-Cohen, S. (2015). The cambridge mindreading face-voice battery for children (CAM-C): complex emotion recognition in children with and without autism spectrum conditions. Mol. Autism 6:22. doi: 10.1186/s13229-015-0018-z Gordillo, F., Pérez, M., Arana, J. M., Mestas, L., and López, R. M. (2015). Role of experience in the neurology of facial expression of emotions. J. Neurol. 60, 316–320. doi: 10.33588/rn.6007.2014403 Gosselin, P., Kirouac, G., and Doré, F. Y. (1995a). Components and recognition of facial expression in the communication of emotion by actors. J. Pers. Soc. Psychol. 68, 83–96. doi: 10.1037/0022-3514.68.1.83 Gosselin, P., and Larocque, C. (2000). Facial morphology and children’s categorization of facial expressions of emotions: a comparison between Asian and caucasian faces. J. Genet. Psychol. 161, 346–358. doi: 10.1080/00221320009596717 Gosselin, P., Roberge, P., and Lavallée, M. (1995b). Le développement de la reconnaissance des facial expressions émotionnelles du répertoire humain. Enfance 48, 379–396. doi: 10.3406/enfan.1995.2144 Graziano, P., Reavis, R., Keane, S., and Calkins, S. (2007). The role of emotion regulation and children’s early academic success. J. School Psychol. 45, 3–19. doi: 10.1016/j.jsp.2006.09.002 Gross, A. L., and Ballif, B. (1991). Children’s understanding of emotion from facial expressions and situations: a review. Dev. Rev. 11, 368–398. doi: 10.1016/0273-2297(91)90019-K Hall, C. W., Gaul, L., and Kent, M. (1999). College students’ perception of facial expression. 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Innate and universal facial expressions: evidence from developmental and cross-cultural research. Psychol. Bulletin 2, 288–299. doi: 10.1037/0033-2909.115.2.288 Leitzke, B. T., and Pollak, S. D. (2016). Developmental changes in the primacy of facial cues for emotion recognition. Dev. Psychol. 52, 572–581. doi: 10.1037/a0040067 Mancini, G., Agnoli, S., Baldaro, B., Ricci Bitti, P. E., and Surcinelli, P. (2013). Facial expressions of emotions: Recognition accuracy and affective reactions during late childhood. J. Psychol. 147, 599–617. doi: 10.1080/00223980.2012.7 27891 Markham, R., and Wang, L. (1996). Recognition of emotion by Chinese and Australian children. J. Cross-Cultural Psychol. 27, 616–643. doi: 10.1177/0022022196275008 Meyer, D. K., and Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Edu. Psychol. Rev. 18, 377–390. doi: 10.1007/s10648-006-9032-1 Montirosso, R., Peverelli, M., Frigerio, E., Crespi, M., and Borgatti, R. (2010). The development of dynamic facial expression recognition at different intensities in 4- to 18-year-olds. Soc. Dev. 19, 71–92. doi: 10.1111/j.1467-9507.2008.0 0527.x Morton, J., and Johnson, M. H. (1991). CONSPEC and CONLERN: a two-process theory of infant face recognition. Psychol. Rev. 2, 164–181. doi: 10.1037/0033-295x.98.2.164 Navarro, D., Rey, N., Velasco, I. C., and Pérez, M. (2002). Diferenciación y caracterización del reconocimiento de emociones básicas en niños y niñas. Pontificia Universidad Javeriana, Faculty of Psychology. Nelson, C. A. (2001). The development and neural bases of face recognition. Infant. Child. Dev. 10, 3–18. doi: 10.1002/icd.239 Oster, H., and Ekman, P. (1978). Facial behavior in child development. Minn. Symp. Child Psychol. 11, 231–276. Oyuela Vargas, R., and Pardo Vélez, C. F. (2003). Diferencias de géneroen el reconocimientode expresiones faciales emocionales. Univ. Psychol. 2, 151–168. 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Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Shariff, A., and Tracy, J. (2011). What are emotion expressions for? Curr. Direct. Psychol. Sci. 20, 395–399. doi: 10.1177/0963721411424739 Tarr, M. J., and Gauthier, I. F. (2000). A flexible fusiform area for subordinatelevel visual processing automatized by expertise. Nat. Neurosci. 3, 764–769. doi: 10.1038/77666 Thomas, L. A., De Bellis, M. D., Graham, R., and La Bar, K. S. (2007). Development of emotional facial recognition in late childhood and adolescence. Dev. Sci. 10, 547–558. doi: 10.1111/j.1467-7687.2007.00614.x Tiedens, L. Z. (2001). Anger and advancement versus sadness and subjugation: the effect of negative emotion expressions on social status conferral. J. Personal. Soc. Psychol. 80, 86–94. doi: 10.1037//0022-3514. 80.1.86 Tottenham, N., Hare, T. A., and Casey, B. J. (2011). Behavioral assessment of emotion discrimination, emotion regulation, and cognitive control in childhood, adolescence, and adulthood. Front. Psychol. 2:39. doi: 10.3389/fpsyg.2011.00039 Tremblay, C., Kirouac, G., and Dore, F. Y. (1987). The recognition of adults’ and children’s facial expressions of emotions. J. Psychol. 121, 341–350. doi: 10.1080/00223980.1987.9712674 Verkijika, S. F., and De Wet, L. (2015). Using a brain-computer interface (BCI) in reducing math anxiety: evidence from South Africa. Computers & Education 81, 113–122. doi: 10.1016/j.compedu.2014. 10.002 Vicari, S., Snitzer, J., Pasqualetti, P., Vizzotto, A., and Caltagirone, C. (2000). Recognition of facial expressions of emotions in school-age children: the intersection of perceptual and semantic categories. Pediatr. Act 89, 836–845. doi: 10.1111/j.1651-2227.2000.tb00392.x Walker-Andrews, A., and Haviland-Jones, J. (2005). A dynamic duo: emotion and development. Behav. Brain Sci. 28, 221–222. doi: 10.1017/S0140525X05500049 Widen, S. (2012). Children’s interpretation of facial expressions: the long path from valence-based to specific discrete categories. Emot. Rev. 5, 1–6. doi: 10.1177/1754073912451492 Widen, S. C., and Russell, J. A. (2007). “Children’s understanding of scripts for basic-level vs. social emotions,” in Poster Presented at the 2007 Biennial Meeting of the Society for Research in Child Development (Boston, MA) Widen, S. C., and Russell, J. A. (2013). Children’s recognition of disgust in others. Psychol. Bull. 139, 271–299. doi: 10.1037/a0031640 Wild, B., Erb, M., and Bartels, M. (2001). Are emotions contagious? Evoked emotions while viewing emotionally expressive faces: quality, quantity, time course and gender differences. Psychiatry Res. 102, 109–124. doi: 10.1016/S0165-1781(01)00225-6
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spelling	Poenitz, Ana VictoriaRomán, Néstor Fabián2021-03-17T16:05:41Z2021-03-17T16:05:41Z2020-072504284Xhttps://hdl.handle.net/11323/8035https://doi.org/10.3389/feduc.2020.00110Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The neurodevelopment of emotion recognition is critical to achieving an adequate Social Cognition. This ability is developed during the first years through primary social referents, and later peers are a source of training that facilitates insertion in social groups. Most of the emotion recognition tests used are based on reagents that use adult faces, which can be a problem when evaluating the ability to recognize basic emotions in children. The objective of the research was to study this ability in children, analyzing its incremental validity on the variables age, valence, gender and emotional category. The Recognition of Basic Emotions in Childhood Test (REBEC) was designed using 30 reagents based on faces of children expressing five basic emotions of different intensity (low, medium and high). The REBEC was administered to 214 children, between 6 and 12 years old. The maximum score was 30. The average (M) of correct answers was 19.86; with a standard deviation (SD) of ± 4.12. The study sample was divided into seven groups according to the level of schooling. The group of 12 years-old obtained the highest yield (M) 22.18 ± 4.12. The 6-years olds’ group obtained the lowest yield (M) of 17.78 ± 4.41. The (M) of hits in girls was 20.61 ± 3.91; being of (M) 19.24 ± 4.21 for children. The Emotion Happiness was the most recognized (M) 93.8%, followed by Anger (M) 75.1%, Sadness (M) 58.6%, Disgust (M) 56.3%, and Fear (M) 47, 4%, We analyzed the level of success according to age, configuring the trajectory of Neurodevelopment for each emotion, taking incorrect categorization of emotions into account: disgust, tended to be confused with Anger or Sadness. After obtaining the normative data of the REBEC Test and observing its psychometric properties and the sensitivity for the detection of the differences between groups, it is postulated as a valid and reliable instrument for the measurement of the facial expression abilities of the basic emotions in childhood.Poenitz, Ana VictoriaRomán, Néstor Fabiánapplication/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Frontiers in Educationhttps://www.frontiersin.org/articles/10.3389/feduc.2020.00110/fullEmotionsRecognition, testSocial cognition (SC)LearningREBECNeurodevelopementTrajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionAraya, K., Araya, C., Chaigneau, S., Martínez, L., and Castillo, R. (2009). La influencia de los procesos controlados en el razonamiento con Teoría de la Mente (ToM) en niños con y sin discapacidad intelectual. Revista Latinoamericana de Psicología 41, 197–211Batty, M., and Taylor, M. J. (2006). The development of emotional face processing during childhood. Dev. Sci. 9, 207–220. doi: 10.1111/j.1467-7687.2006.00480.xBisquerra, R., and Pérez, N. (2012). Educación emocional: estrategias para su puesta en práctica. Revista de la Asociación de Inspectores de Educación de España 16, 1–11Boyatzis, C. J., Chazan, E., and Ting, C. Z. (1993). Preschool children’s decoding of facial emotions. J. Genet. Psychol. 154, 375–382. doi: 10.1080/00221325.1993.10532190Bullock, M., and Russell, J. A. (1985). Further evidence on preschooler’s interpretations of facial expressions. Int. J. Behav. Dev. 8, 15–38. doi: 10.1177/016502548500800103Camras, L. A., and Allison, K. (1985). Children’s understanding of emotional facial expressions and verbal labels. J. Nonverbal. Behav. 9, 84–94. doi: 10.1007/BF00987140Caron, R. F., Caron, A. J., and Meyers, R. S. (1982). Abstraction of invariant face expressions in infancy. Child Dev. 53, 1008–1015. doi: 10.2307/1129141Ceja, V. S., and Pérez (2002). Descriptive comparative study between Colombian and Brazilian children on the recognition of basic emotional expressions such as component of emotional intelligence. Pontificia Universidad Javeriana, Faculty of PsychologyDamasio, A. R. (1994). Descartes’s Mistake: The Reason for Emotions. Santiago: Andrés BelloDarwin, C. (1873). The Expression of Emotions in Animals and Man. New York, NY: Appleton.Denham, S. A. (1998). Emotional Development in Young Children. New York. NY: Guilford.Durand, K., Gallay, M., Seigneuric, A., Robichon, F., and Baudouin, J. (2007). The development of facial emotion recognition: the role of with gural information. J. Exp. Child Psychol. 97, 14–27. doi: 10.1016/j.jecp.2006.12.001Ekman, P. (2003). El rostro de las emociones. Barcelona: RBAEkman, P., and Friesen, W. V. (1976). Measuring facial movement. J. Environ. Psychol. 1, 56–75. doi: 10.1007/BF01115465Ekman, P., Friesen, W. V., O’Sullivan, M., Chan, A., Diacoyanni-Tarlatzis, I., Heider, K., et al. (1987). Universals and cultural differences in the judgments of facial expressions of emotion. J. Pers. Soc. Psychol. 53, 712–717. doi: 10.1037/0022-3514.53.4.712Fox, J. (2001). Identifying Emotions in Faces: A Developmental Study. Washington, DC: Intel Science Talent Search. Retrieved from: psych.nyu.edu/pelli/docs/JeremyFoxIntel.pdfGagnon, M., Gosselin, P., and Maassarani, R. (2014). Children’s ability to recognize emotions from partial and complete facial expressions. J. Genet. Psychol. 175, 416–430. doi: 10.1080/00221325.2014.941322Gao, X., and Maurer, D. (2009). Influence of intensity on children’s sensitivity to happy, sad, and fearful facial expressions. J. Exp. Child Psychol. 102, 503–521. doi: 10.1016/j.jecp.2008.11.002Gao, X., and Maurer, D. 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Psychiatry Res. 102, 109–124. doi: 10.1016/S0165-1781(01)00225-6PublicationORIGINALTrajectory of the Recognition of Basic Emotions in the Neurodevelopment of Children and Its Evaluation Through the Recognition of Basic Emotions in Childhood Test (REBEC).pdfTrajectory of the Recognition of Basic Emotions in the Neurodevelopment of Children and Its Evaluation Through the Recognition of Basic Emotions in Childhood Test (REBEC).pdfapplication/pdf1261576https://repositorio.cuc.edu.co/bitstreams/c29c58e4-90c4-4aab-8515-78595aa03204/downloaddb50a78c7860198847ce0d3d0476abefMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8701https://repositorio.cuc.edu.co/bitstreams/2f6996dd-fa23-42c4-a252-0c0feaeca342/download42fd4ad1e89814f5e4a476b409eb708cMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/500137ad-314a-4b3d-8982-338d24cd6b90/downloade30e9215131d99561d40d6b0abbe9badMD53THUMBNAILTrajectory of the Recognition of Basic 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Trajectory of the recognition of basic emotions in the neurodevelopment of children and its evaluation through the “recognition of Basic Emotions in Childhood” Test (REBEC)

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