One- to four-year-olds connect diverse positive emotional vocalizations to their probable causes
The ability to understand why others feel the way they do is critical to human relationships. Here, we show that emotion understanding in early childhood is more sophisticated than previously believed, extending well beyond the ability to distinguish basic emotions or draw different inferences from...
| Main Authors: | , , |
|---|---|
| Other Authors: | |
| Format: | Article |
| Published: |
National Academy of Sciences (U.S.)
2018
|
| Online Access: | http://hdl.handle.net/1721.1/116344 https://orcid.org/0000-0002-2981-8039 https://orcid.org/0000-0002-0157-4925 |
| Summary: | The ability to understand why others feel the way they do is critical to human relationships. Here, we show that emotion understanding in early childhood is more sophisticated than previously believed, extending well beyond the ability to distinguish basic emotions or draw different inferences from positively and negatively valenced emotions. In a forced-choice task, 2- to 4-year-olds successfully identified probable causes of five distinct positive emotional vocalizations elicited by what adults would consider funny, delicious, exciting, sympathetic, and adorable stimuli (Experiment 1). Similar results were obtained in a preferential looking paradigm with 12- to 23-month-olds, a direct replication with 18- to 23-month-olds (Experiment 2), and a simplified design with 12- to 17-month-olds (Experiment 3; preregistered). Moreover, 12- to 17-month-olds selectively explored, given improbable causes of different positive emotional reactions (Experiments 4 and 5; preregistered). The results suggest that by the second year of life, children make sophisticated and subtle distinctions among a wide range of positive emotions and reason about the probable causes of others’ emotional reactions. These abilities may play a critical role in developing theory of mind, social cognition, and early relationships. Keywords: emotion understanding; emotional vocalizations; causal knowledge; infants preschoolers |
|---|