ArticleAffective science2023
Category Flexibility in Emotion Learning.
Article in Affective science, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- The Theory of Constructed Emotion: More Than a Feeling.Perspectives on psychological science : a journal of the Association for Psychological Science · 2025Article
- Statistical learning across cognitive and affective domains: a multidimensional review.Frontiers in integrative neuroscience · 2025Review
- Calculated Feelings: How Children Use Probability to Infer Emotions.Open mind : discoveries in cognitive science · 2023Article
- Hearing a Feeling: Music Emotion Recognition and Callous-Unemotional Traits in Early Childhood.Child developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Learners flexibly update category boundaries to adjust to the range of experiences they encounter. However, little is known about whether the degree of flexibility is consistent across domains. We examined whether categorization of social input, specifically emotions, is afforded more flexibility as compared to other biological input. To address this question, children (6-12 years; 32 female, 37 male; 7 Hispanic or Latino, 62 not Hispanic or Latino; 8 Black or African American, 14 multiracial, 46 White, 1 selected "other") categorized faces morphed from calm to upset and animals morphed from a horse to a cow across task phases that differed in the distribution of stimuli presented. Learners flexibly adjusted both emotion and animal category boundaries according to distributional information, yet children showed more flexibility when updating their category boundaries for emotions. These results provide support for the idea that children-who must adjust to the vast and varied emotional signals of their social partners-respond to social signals dynamically in order to make predictions about the internal states and future behaviors of others.
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Registered trials
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