![]() Since, as we have seen, the most immediate way to read other people’s emotions is through observation of facial movements, an interesting question is how the ability to recognize facial configurations changes when a part of the face is covered. With increasing age, emotion inference from facial stereotypes is probably more rapid due to increased efficiency in decoding faces ( Chung and Thomson, 1995 De Sonneville et al., 2002). Thus, these results suggest that the development of emotion reasoning and, in particular, the inference of emotional states from face observation, continues to develop from preschool to middle childhood and adolescence ( Herba et al., 2006). Finally, research studying the neural substrates associated with observation of different facial movements supports previous results showing that the processes of emotional reasoning are not adult-like until early adolescence ( Batty and Taylor, 2006). Moreover, the ability to infer emotions from eye movements and speech, does not stabilize until middle childhood and adolescence ( Herba et al., 2006). Children under 11 years make more errors in emotional labeling states expressed by facial configurations than children in early adolescence ( Tonks et al., 2007). Higher misidentification for sad faces still has been observed in 10-year-old compared to adults ( Gao and Maurer, 2009). Around 4–15 years old children’s accuracy in recognizing sad facial configurations improves with age at a slower rate compared to facial movements expressing happiness, fear, and disgust ( Herba et al., 2006). ![]() ![]() Happiness is recognized earliest and most accurately, followed by sadness or anger, and then by surprise or fear ( Camras and Allison, 1985). Developmental studies of emotion processing in the preschool years have shown that children’s explicit recognition of emotional states emerges along with their development. Continuous developmental changes do indeed occur from infancy to adulthood, as the individual’s social environment gradually grows in its capacity and complexity ( Herba and Phillips, 2004 Tonks et al., 2007 Barrett et al., 2019). While essential emotion processing is evident in infants, early childhood is considered a critical period for the development of understanding emotions and emotion processing ( Denham et al., 2003). Within the second year of life, children develop more abstract concepts of emotion, like understanding the congruence of other people’s facial movements and actions ( Hepach and Westermann, 2013). ![]() Within the first year of life, infants start to engage in social referencing, i.e., they use the adult caregiver’s facial movements to adjust their social behavior ( Hertenstein and Campos, 2004). intense happy facial configuration see de Haan and Nelson, 1997 for a review of studies). At a few months, infants can discriminate facial movements expressing surprise from those associated with happiness and sadness, and they can discriminate between different emotion intensities (i.e., mild vs. For example, at 4 months of age, infants begin to discriminate facial movements associated with anger and happiness emotions ( Barrera and Maurer, 1981). Children within the first months of life begin to understand positive and negative emotions ( Walker-Andrews, 1997 Grossmann, 2010). The first ability to discriminate facial configurations associated with emotional states develops early in infancy. Specifically, interpreting other people’s facial configurations is fundamental during social development when children learn to interact with others ( Denham et al., 2014). Understanding emotions is crucial for social interaction. ![]()
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