Poster Session 05 Program Schedule
02/15/2024
02:30 pm - 03:45 pm
Room: Shubert Complex (Posters 1-60)
Poster Session 05: Neuropsychiatry | Addiction/Dependence | Stress/Coping | Emotional/Social Processes
Final Abstract #48
The Recognition of Emotions with different facial feature in Preschool children
June-Hui Huang, Institute of Behavioral Medicine, National Cheng Kung University, Tainan, Taiwan
Nai-Wen Guo, Institute of Behavioral Medicine, National Cheng Kung University, Tainan, Taiwan
Category: Social Cognition
Keyword 1: social cognition
Keyword 2: facial affect
Keyword 3: child development (normal)
Objective:
Facial emotion recognition (FER) helped children understanding different emotions of others. It was found that social brain for FER were occipital face area, fusiform face area, and superior temporal sulcus which resulted in the development of medial prefrontal cortex (MPFC) for mentalizing. Previous research had found that different facial feature associated significantly with FER of preschoolers, but only three emotions were studied. In order to investigate the social cognition process in preschoolers, this study examined the FER ability in six emotions and explored the effect of different social stimuli among different facial feature.
Participants and Methods:
This study recruited preschoolers (N=112, 56 boys and 56 girls, aged 3 to 6 years-old) from community. Participants were asked to identify 6 emotions (happy, sad, angry, surprised, fearful, and disgusted) with 3 features (full face, upper face and lower face). Three factors(age, feature and emotion) mixed design was analyzed for effect on FER.
Results:
The result showed that there was a statistically significant effect of age on FER, F(1, 110) = 66.325, p < .001; significant effect of feature on FER, F(2, 220) = 772.69, p < .001; significant effect of emotion on FER, F(4.60, 505.60) = 278.08, p < .001. There was a significant interaction between feature and emotion, F(8.53, 938.22) = 16.44, p < .001. It was found that FER performance of upper features were higher at sad and angry emotion (p < .001); FER performance of lower feature were higher in happy and disgust emotion (p < .001).
Conclusions:
In this study, it was found that if children could not receive social signals of full feature from face, it might result in interference of understanding emotions of others and the development of theory of mind. Comprehensive visual stimuli of different facial features were essential for social cognition.
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