Linguistic and developmental influences on superordinate facial configuration categorization in infancy. (21st August 2021)

• Record Type: Journal Article
• Authors: Ruba, Ashley L.; Meltzoff, Andrew N.; Repacholi, Betty M.
• Is Part Of: Infancy. Volume 26:Number 6(2021)
• Page Start: 857
• Page End: 876
• Publication Date: 2021-08-21
• Subjects: Infant psychology -- Periodicals; Infants -- Development -- Periodicals; Infants -- Periodicals; 155.42205
• DOI: 10.1111/infa.12430
• Languages: English
• ISSNs: 1525-0008

Abstract

Abstract: Humans perceive emotions in terms of categories, such as "happiness, " "sadness, " and "anger." To learn these complex conceptual emotion categories, humans must first be able to perceive regularities in expressive behaviors (e.g., facial configurations) across individuals. Recent research suggests that infants spontaneously form "basic‐level" categories of facial configurations (e.g., happy vs. fear), but not "superordinate" categories of facial configurations (e.g., positive vs. negative). The current studies further explore how infant age and language impact superordinate categorization of facial configurations associated with different negative emotions. Across all experiments, infants were habituated to one person displaying facial configurations associated with anger and disgust. While 10‐month‐olds formed a category of person identity (Experiment 1), 14‐month‐olds formed a category that included negative facial configurations displayed by the same person (Experiment 2). However, neither age formed the hypothesized superordinate category of negative valence. When a verbal label ("toma") was added to each of the habituation events (Experiment 3), 10‐month‐olds formed a category similar to 14‐month‐olds in Experiment 2. These findings intersect a larger conversation about the nature and development of children's emotion categories and highlight the importance of considering developmental processes, such as language learning and attentional/memory development, in the design and interpretation of infant categorization studies.