Making faces
Age and emotion differences in the posing of emotional expressions
Bibliographic Data
| ID | 9785883 |
|---|---|
| Authors | Michael Lewis (0000-0002-7620-1891, Rutgers, the State University of New Jersey, corresponding author), Margaret Wolan Sullivan (0000-0002-8788-3496), Arthur Vasen |
| Year | 1987 |
| Volume | 23 |
| Issue | 5 |
| Pages | 690-697 |
| Publication date | 1987-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.23.5.690 |
| OpenAlex | W1998366337, W4246430255 |
| Language | EN |
| Citations received | 13 |
| References cited | 9 |
Institute for the Study of Child Development University of Medicine and Dentistry of New Jersey Robert Wood Johnson Medical School Preschool children, 2 to 5 years of age, and adults posed the six facial expressions of happiness, surprise, anger, fear, sadness, and disgust before a videotape camera. Their poses were scored subse- quently using the MAX system. The number of poses that included all components of the target expression (complete expressions) as well as the frequency of those that included only some of the components of the target expressions (partial expressions) were analyzed. Results indicated that 2- year-olds as a group failed to pose any face. Three-year-olds were a transitional group, posing happi- ness and surprise expressions but none of the remaining faces to any degree. Four- and 5-year-olds were similar to one another and differed from adults only on surprise and anger expressions. Adults were able to pose both these expressions. No group, including adults, posed fear and disgust well. Posing of happiness showed no change after 3 years of age. Consistent differences between partial and complete poses were observed particularly for the negative expressions of sadness, fear, and disgust. Implications of these results for socialization theories of emotion are discussed. Most recent research efforts in the study of children's emo- tional development have either traced the developmental time- table of spontaneous facial expressions or documented the abil- ity of infants and children to discriminate and recognize facial expressions. In general, the underlying model of such research has been biological (Darwin, 1872; Ekman, Friesen, & Ells- worth, 1972; Emde, Gaensbauer, & Harmon, 1976; Izard, 1977; Tomkins, 1962, 1963). Consequently, research has fo- cused on the constant, universal, and holistic aspects of sponta- neous facial expression. However, the ability to voluntarily pose facial expressions is important to issues in the socialization of emotion; for example, the issues of when and how well children can modulate and con- trol their emotional expressions (Lewis & Michalson, 1983). Such ability seems to be a basic skill underlying more complex types of emotional management techniques, such as the mask- ing of facial expressions in order to conform to display rules or to practice deception (Ekman, 1985; Saarni, 1985). Develop- mental research on any aspect of expression management is scarce, but it seems likely that developmental differences exist even in the ability to pose faces. It has been shown that some expressions are easier to pose than others, even among adults (Thompson & Meltzer, 1964). Similar, and perhaps other, age- This research was supported by a W. T. Grant Foundation grant to Michael Lewis, National Institute of Child Health and Human Develop- ment Grant 17205 to Margaret Wolan Sullivan, and a Rutgers Medical School Summer Fellowship to Arthur Vasen. We wish to thank Norma Goetz for data collection and Despi Had- zimichalis for general assistance in preparation of the manuscript. Correspondence concerning this article should be addressed to Mi- chael Lewis, Institute for the Study of Child Development/Department of Pediatrics, UMDNJ-Rutgers Medical School, Medical Education Building CN19, New Brunswick, New Jersey 08903. 690 related differences may be observable in children. In this article we are concerned with the production of facial expression (hereinafter referred to as
Cognitive psychology · Developmental psychology · Emotional development · Emotional expression · Emotionality · Facial expression · Social change · Communication · Evolutionary Psychology and Human Behavior · Face recognition and analysis · Face Recognition and Perception · Psychology · Social Psychology
Uma revisão de escopo dos estudos sobre as expressões faciais de emoção e a língua de sinais
Processing Facial Affect
Preschool Emotional Competence
Inhibitory control and emotion regulation in preschool children
Emotion regulation and understanding
Social-Emotional Competence as Support for School Readiness
Acting Surprised
Children's understanding of emotion from facial expressions and situations
Pretending emotions in the early years
The Examination of Emotional Facial Expressions Within Parent–Child and Sibling Interactive Contexts
Development and Psychometric Properties of a Computer-Based Standardized Emotional Competence Inventory (MeKKi) for Preschoolers and School-Aged Children
The Relation Between Emotion Production Behavior and Preschool Social Behavior
The Development of a Series of Photographs of Chinese Facial Expressions of Emotion
The expression of the emotions in man and animals.
Three dimensions of emotion.
Felt, false, and miserable smiles
Discrimination and Imitation of Facial Expression by Neonates
Young children's knowledge about visual perception
Imitative behavior and expressive ability in facial expression of emotion
The young infant's ability to produce discrete emotion expressions
Imitation and inhibition of facial expression
Nonverbal communication of affect in children
| Citations per year | 0.35 |
|---|---|
| Citation span | 1989 - 2023 (35) |
| Highly cited | No |