ArticleAffective science2025
Children's and Adolescent's Use of Context in Judgments of Emotion Intensity.
Article in Affective science, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Conceptual priors drive development of predictive attention to emotion.Child development · 2026Article
- The Development of Selective Attention in Children's Emotion Reasoning.Developmental science · 2026Article
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Authors and funding
6 authors.
Funding
Abstract
The ability to infer others' emotions is important for social communication. This study examines three key aspects of emotion perception for which relatively little is currently known: (1) the evaluation of the intensity of portrayed emotion, (2) the role of contextual information in the perception of facial configurations, and (3) developmental differences in how children perceive co-occurring facial and contextual information. Two experiments examined developmental effects on the influence of congruent, incongruent, and neutral situational contexts on participants' reasoning about others' emotions, both with and without emotion labels. Experiment 1 revealed that participants interpreted others' emotions to be of higher intensity when facial movements were congruent with contextual information. This effect was greater for children compared to adolescents and adults. Experiment 2 showed that without verbal emotion category labels, adults relied less on context to scale their intensity judgments, but children showed an opposite pattern; in the absence of labels, children relied more on contextual information than facial information. Making accurate inferences about others' internal states is a complex learning task given high variability within and across individuals and contexts. These data suggest changes in attention to perceptual information as such learning occurs. Supplementary Information: The online version contains supplementary material available at 10.1007/s42761-024-00279-5.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.