A study of the ability to judge surface emotion and real emotion in children between four to six years of age

• Zhao, Jiaxu ^[1] ; Xiang, Yanhui ^[1] ; Dai, Mingyu ^[2]
  1. [1] Hunan Normal University

     Hunan Normal University

     China

     
  2. [2] Southern Medical University

     Southern Medical University

     China

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 1, 2022, págs. 166-186
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1980986
• Títulos paralelos:
  • Estudio sobre la capacidad de identificar y diferenciar entre emociones visibles y emociones reales de los niños de cuatro a seis años
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio se investigan las diferencias en la capacidad de identificar y diferenciar emociones visibles y emociones reales en situaciones de simulación o de engaño. Mediante la técnica del escenario, nuestros resultados muestran que las situaciones simuladas o engañosas influyen en la capacidad de los niños de entre cuatro y seis años para identificar las emociones visibles/reales. Observamos que, en estas situaciones, los niños de cuatro y cinco años eran capaces de identificar las emociones visibles con mayor precisión que las emociones reales. Asimismo, en los escenarios de simulación, los niños de cuatro años eran capaces de identificar con mayor precisión las emociones visibles que en los escenarios de engaño. No obstante, tanto los niños de cuatro años como los de cinco años identificaron con mayor precisión las emociones reales en escenarios de engaño que escenarios de simulación. Finalmente, la capacidad de identificar y distinguir emociones visibles y reales en ambos escenarios aumentaba con la edad. Estos resultados revelan que las situaciones simuladas o engañosas influyen en la capacidad de identificar emociones visibles o reales de los niños. Se trata de un aspecto importante para ampliar las teorías relevantes de la teoría de la mente.

  • English

    This study investigated differences between the ability to judge surface emotions and real emotions in pretend/deceptive situations. Using the scenario approach, our results showed that the ability to judge surface/real emotions is affected by pretend and deceptive situations in children aged 4–6 years. We found that in pretend situations, the accuracy of judging surface emotion was higher than that for real emotions in children aged four and five years. In four-year-old children, the accuracy of judging surface emotion in pretend situations was higher than that in deceptive situations; however, in children aged four and five years, the accuracy of judging real emotions in deceptive situations was higher than that in pretend situations. Additionally, the ability to judge surface emotions and real emotions in either situation was found to increase with age. These results show how pretend/deceptive situations affect the ability to judge surface emotions and real emotions of children. This is important to expand the relevant theories of the theory of mind.

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