Marissa Ogren
Biographic Data
| ID | 5758919 |
|---|---|
| NAME | Marissa Ogren |
| GIVEN NAMES | Marissa |
| FAMILY NAME | Ogren |
| SIGNATURE | OGREN M |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0003-4441-5219 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How do emotion words impact children’s emotion learning
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; M age = 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 …
How the Emotional Environment Shapes the Emotional Life of the Child
Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explore…
Emotion words link faces to emotional scenarios in early childhood
Recent theories have suggested that emotion words may facilitate the development of emotion concepts. The present study investigates whether emotion words affect children's performance on an emotion category learning task. Across two experiments, 72 three-year-old children (49 female) were asked to identify which emotional face best matched particular emotional scenarios during nine pretest and nine posttest trials. The scenarios in the present s…
Sorting out emotions: How labels influence emotion categorization
The ability to categorize emotions has long-term implications for children's social and emotional development. Therefore, identifying factors that influence early emotion categorization is of great importance. Yet, whether and how language impacts emotion category development is still widely debated. The present study aimed to assess how labels influence young children's ability to group faces into emotion categories for both earliest-learned and…
Infants' identification of gender in biological motion displays
Infants' knowledge of social categories, including gender‐typed characteristics, is a vital aspect of social cognitive development. In the current study, we examined 9‐ to 12‐month‐old infants' understanding of the categories “male” and “female” by testing for gender matching in voices or faces with biological motion depicted in point light displays (PLDs). Infants did not show voice–PLD gender matching spontaneously (Experiment 1) or after “trai…
Intermodal emotion matching at 15 months, but not 9 or 21 months, predicts early childhood emotion understanding: A longitudinal investigation
Emotion understanding is a crucial skill for early social development, yet little is known regarding longitudinal development of this skill from infancy to early childhood. To address this issue, the present longitudinal study followed 40 participants from 9 to 30 months. Intermodal emotion matching was assessed using eye tracking at 9, 15, and 21 months, and emotion understanding was measured using the Affective Knowledge Test at 30 months of ag…
Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences
Children’s emotion understanding is crucial for healthy social and academic development. The behaviors influenced by emotion understanding in childhood have received much attention, but less focus has been placed on factors that may predict individual differences in emotion understanding, the principal issue addressed in the current review. A more thorough understanding of the developmental underpinnings of this skill may allow for better predict…
Model of goal directed behavior for limiting Latino preschoolers’ television viewing: Validity and reliability
Clinical Trials NCT01216306 Registered October 6, 2010
No prominent works on this page.
Intermodal emotion matching at 15 months, but not 9 or 21 months, predicts early childhood emotion understanding: A longitudinal investigation
Emotion understanding is a crucial skill for early social development, yet little is known regarding longitudinal development of this skill from infancy to early childhood. To address this issue, the present longitudinal study followed 40 participants from 9 to 30 months. Intermodal emotion matching was assessed using eye tracking at 9, 15, and 21 months, and emotion understanding was measured using the Affective Knowledge Test at 30 months of ag…
Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences
Children’s emotion understanding is crucial for healthy social and academic development. The behaviors influenced by emotion understanding in childhood have received much attention, but less focus has been placed on factors that may predict individual differences in emotion understanding, the principal issue addressed in the current review. A more thorough understanding of the developmental underpinnings of this skill may allow for better predict…
Model of goal directed behavior for limiting Latino preschoolers’ television viewing: Validity and reliability
Clinical Trials NCT01216306 Registered October 6, 2010
Infants' identification of gender in biological motion displays
Infants' knowledge of social categories, including gender‐typed characteristics, is a vital aspect of social cognitive development. In the current study, we examined 9‐ to 12‐month‐old infants' understanding of the categories “male” and “female” by testing for gender matching in voices or faces with biological motion depicted in point light displays (PLDs). Infants did not show voice–PLD gender matching spontaneously (Experiment 1) or after “trai…
How the Emotional Environment Shapes the Emotional Life of the Child
Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explore…
Emotion words link faces to emotional scenarios in early childhood
Recent theories have suggested that emotion words may facilitate the development of emotion concepts. The present study investigates whether emotion words affect children's performance on an emotion category learning task. Across two experiments, 72 three-year-old children (49 female) were asked to identify which emotional face best matched particular emotional scenarios during nine pretest and nine posttest trials. The scenarios in the present s…
Sorting out emotions: How labels influence emotion categorization
The ability to categorize emotions has long-term implications for children's social and emotional development. Therefore, identifying factors that influence early emotion categorization is of great importance. Yet, whether and how language impacts emotion category development is still widely debated. The present study aimed to assess how labels influence young children's ability to group faces into emotion categories for both earliest-learned and…
How do emotion words impact children’s emotion learning
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; M age = 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 …
Developmental psychology (8 works) · Psychology (8 works) · Cognitive psychology (7 works) · Child and Animal Learning Development (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Social Psychology (4 works) · Perception (3 works) · Affective science (2 works) · Categorization, perception, and language (2 works) · Computer Science (2 works)