ArticleEmotion (Washington, D.C.)2022
Emotion words link faces to emotional scenarios in early childhood.
Article in Emotion (Washington, D.C.), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Bridging Emotion in the Classroom with Child Understanding: Initial Findings from Linguistic Analysis for SEL Programs.Behavioral sciences (Basel, Switzerland) · 2026Article
- Emotion-specific vocabulary is associated with preschoolers' emotion knowledge and behavioral emotion regulation.Scientific reports · 2026Article
- Conceptual knowledge increasingly supports emotion understanding as perceptual contribution declines with age.Nature communications · 2025Article
- Links Between Emotion Word, Usage, Understanding, Accuracy, and Emotion Dysregulation: An Integrative Analysis.Affective science · 2025Article
- The Theory of Constructed Emotion: More Than a Feeling.Perspectives on psychological science : a journal of the Association for Psychological Science · 2025Article
- It takes two to tango - how teacher-child interactions help advance children's emotion knowledge.Frontiers in psychology · 2025Article
- Large-scale encoding of emotion concepts becomes increasingly similar between individuals from childhood to adolescence.Nature neuroscience · 2023Article
- Abstractness emerges progressively over the second year of life.Scientific reports · 2022Article
- Co-Viewing Mass Media to Support Children and Parents' Emotional ABCs: An Evaluation ofEarly childhood education journal · 2022Article
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2 authors.
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Abstract
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 studies aligned with emotions typically learned among older age groups (annoyed, disgusted, and nervous). Between pretest and posttest, children participated in training in which a facial configuration (annoyed, disgusted, or nervous) was paired with an associated scenario while they heard the emotion labeled explicitly or heard irrelevant information (Experiment 1) or heard a broad emotion label versus irrelevant information (Experiment 2). Aside from the labels presented, all other information was kept the same across conditions, including the specific faces and scenarios heard during learning trials. In Experiment 1, children's emotion understanding increased more from pretest to posttest in the explicit label versus irrelevant condition,
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