著者

笹屋 里絵

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.45, no.3, pp.312-319, 1997-09

被引用文献数

5

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This study examined how children used facial and situational cues to infer others' emotions. The subjects were 4-year-olds, 5-year-olds, first-graders, third-graders, fifth-graders, seventh-graders, and adults, and each group consisted of 10 males and 10 females. Subjects saw Picture stimuli providing facial cues (Task 1), Videotaped stimuli providing situational cues (Task 2), Videotaped stimuli providing both cues depicting the same emotion (Task 3), and Videotaped stimuli providing both cues depicting different emotions (Task 4). In conflicting condition (Task 4), 4-year-olds relied solely on facial cues to infer emotion, but this preference decreased with age. Having reached the third grade, girls were integrating both facial and situational cues, whereas boys who relied on situational cues in the third- and fifth grades, did not integrate both cues until the seventh grade. The way to use the cues in Task 4 was related somewhat to a development of abilities to understand other's emotions from facial cue (in Task 1) and from situational cue (in Task 2).