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Article ; Online: Caregiver encouragement to act on objects is related with crawling infants' receptive language.

Lopez, Lukas D / Walle, Eric A

Infancy : the official journal of the International Society on Infant Studies

2024

Abstract: The progression from crawling to walking in infancy is associated with changes in infant language development. One possible explanation for such change is the infant's language environment. Prior research indicates that caregivers use more action ... ...

Abstract	The progression from crawling to walking in infancy is associated with changes in infant language development. One possible explanation for such change is the infant's language environment. Prior research indicates that caregivers use more action directives with walking infants compared to crawling infants, but the relations of such parental speech with infant vocabulary is unknown. Here, we present findings from day-long home audio recordings (Study 1) and laboratory observations (Study 2) of same-aged crawling and walking infants to explore how caregiver language, specifically action directives, were associated with parent reported infant vocabulary size. Findings in both studies indicated that caregiver action directives were associated with crawling, but not walking infants' receptive vocabulary sizes. Specifically, action directives about objects occurring when the infant and caregiver were not jointly engaged were associated with higher receptive vocabulary scores for crawling infants, but no such pattern was found for walking infants. The replication of results in distinct samples with different research methodologies strengthens the findings. Taken together, these studies demonstrate that caregiver social engagement specific to infant motoric development is related with infant language learning.
Language	English
Publishing date	2024-03-26
Publishing country	United States
Document type	Journal Article
ZDB-ID	2020049-3
ISSN	1532-7078 ; 1525-0008
ISSN (online)	1532-7078
ISSN	1525-0008
DOI	10.1111/infa.12592
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Article ; Online: We (Still!) Need to Talk About Valence: Contemporary Issues and Recommendations for Affective Science.

Walle, Eric A / Dukes, Daniel

Affective science

2023 Volume 4, Issue 3, Page(s) 463–469

Abstract: Valence is central to the experience of emotion. However, to the detriment of affective science, it is often ill-defined and poorly operationalized. Being more precise about what is meant by valence would make for more readily comparable emotion stimuli, ...

Abstract	Valence is central to the experience of emotion. However, to the detriment of affective science, it is often ill-defined and poorly operationalized. Being more precise about what is meant by valence would make for more readily comparable emotion stimuli, methodologies, and results, and would promote consideration of the diversity, complexity, and function of discrete emotions. This brief review uses prior literature and an informal survey of affective scientists to illustrate disagreements in conceptualizing valence. Next, we describe issues of valence in affective science, particularly as they pertain to the emotion process, the functions of emotion, and precision in empirical research. We conclude by providing recommendations for the future of valence in affective science.
Language	English
Publishing date	2023-09-02
Publishing country	Switzerland
Document type	Journal Article ; Review
ZDB-ID	2978299-5
ISSN	2662-205X ; 2662-2041
ISSN (online)	2662-205X
ISSN	2662-2041
DOI	10.1007/s42761-023-00217-x
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Article ; Online: Labeling and Describing Discrete Emotions in Early Childhood: A Relational Approach.

Knothe, Jennifer M / Walle, Eric A

Affective science

2023 Volume 4, Issue 2, Page(s) 307–316

Abstract: Emotion understanding involves appreciating the significance of the relational context; the "aboutness" of the emotion. This study examined how children labeled emotions and described relational elements of discrete emotion contexts. Preschool children ( ... ...

Abstract	Emotion understanding involves appreciating the significance of the relational context; the "aboutness" of the emotion. This study examined how children labeled emotions and described relational elements of discrete emotion contexts. Preschool children (3.5-year-olds, Supplementary information: The online version contains supplementary material available at 10.1007/s42761-022-00170-1.
Language	English
Publishing date	2023-01-25
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2978299-5
ISSN	2662-205X ; 2662-2041
ISSN (online)	2662-205X
ISSN	2662-2041
DOI	10.1007/s42761-022-00170-1
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Article: Navigating intercultural misunderstandings: An examination of emotion brokering.

Subramoney, Sivenesi / Walle, Eric / Main, Alexandra / Magaña, Dalia

Cultural diversity & ethnic minority psychology

2024

Abstract: Objectives: Communication difficulties are inevitable when individuals interact with members of a different culture. The experience of such communication barriers may be particularly salient for those from immigrant families who need to navigate ... ...

Abstract	Objectives: Communication difficulties are inevitable when individuals interact with members of a different culture. The experience of such communication barriers may be particularly salient for those from immigrant families who need to navigate multiple cultures. Youth from immigrant families are known to serve as cultural brokers to help their families navigate communication with those in the host culture. Most brokering research has examined language brokering (i.e., interpreting language for others). An unstudied brokering process and the focus of the present research is emotion brokering: the interpretation of emotion norms for others. In this investigation, we examined the occurrence of emotion brokering for close family members in a sample of Latinx college students. Method: We conducted an exploratory survey to identify situations where participants perceived intercultural emotion-based misunderstandings and reported emotion brokering (Study 1). We then employed a more focused survey to further understand the contexts in which individuals brokered emotions (Study 2). Results: Results revealed that many participants encountered intercultural emotion-based misunderstandings and experienced brokering emotions (Studies 1 and 2). Furthermore, the findings illustrated the typical contexts and emotions involved in the emotion brokering experience. Conclusions: The findings provide insight into a distinct form of cultural brokering. In addition, findings illustrate how cultural variation in emotion impacts daily social interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Language	English
Publishing date	2024-02-22
Publishing country	United States
Document type	Journal Article
ZDB-ID	1463411-9
ISSN	1939-0106 ; 1099-9809
ISSN (online)	1939-0106
ISSN	1099-9809
DOI	10.1037/cdp0000652
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Article ; Online: Infants use emotion to infer intentionality from non-random sampling events.

Lopez, Lukas D / Walle, Eric A

Cognition & emotion

2022 Volume 36, Issue 6, Page(s) 1196–1202

Abstract: Infants use statistical information in their environment, as well as others' emotional communication, to understand the intentions of social partners. However, rarely do researchers consider these two sources of social information in tandem. This study ... ...

Abstract	Infants use statistical information in their environment, as well as others' emotional communication, to understand the intentions of social partners. However, rarely do researchers consider these two sources of social information in tandem. This study assessed 2-year-olds' attributions of intentionality from non-random sampling events and subsequent discrete emotion reactions. Infants observed an experimenter remove five objects from either the non-random minority (18%) or random majority (82%) of a sample and express either joy, disgust, or sadness after each selection. Two-year-olds inferred the experimenter's intentionality by giving her the object that she had previously selected when she expressed joy or disgust after non-random sampling events, but not when she expressed sadness or sampled at random. These findings demonstrate that infants use both statistical regularities and discrete emotion communication to infer an agent's intentions. In particular, the present findings show that 2-year-olds infer that an agent can intentionally select a preferred
MeSH term(s)	Female ; Infant ; Humans ; Child, Preschool ; Emotions ; Disgust ; Sadness ; Social Perception ; Intention
Language	English
Publishing date	2022-06-06
Publishing country	England
Document type	Journal Article
ZDB-ID	639123-0
ISSN	1464-0600 ; 0269-9931
ISSN (online)	1464-0600
ISSN	0269-9931
DOI	10.1080/02699931.2022.2084040
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Article ; Online: The Unique and Interactive Effects of Faces, Postures, and Scenes on Emotion Categorization.

Reschke, Peter J / Walle, Eric A

Affective science

2021 Volume 2, Issue 4, Page(s) 468–483

Abstract: There is ongoing debate as to whether emotion perception is determined by facial expressions or context (i.e., non-facial cues). The present investigation examined the independent and interactive effects of six emotions (anger, disgust, fear, joy, ... ...

Abstract	There is ongoing debate as to whether emotion perception is determined by facial expressions or context (i.e., non-facial cues). The present investigation examined the independent and interactive effects of six emotions (anger, disgust, fear, joy, sadness, neutral) conveyed by combinations of facial expressions, bodily postures, and background scenes in a fully crossed design. Participants viewed each face-posture-scene (FPS) combination for 5 s and were then asked to categorize the emotion depicted in the image. Four key findings emerged from the analyses: (1) For fully incongruent FPS combinations, participants categorized images using the face in 61% of instances and the posture and scene in 18% and 11% of instances, respectively; (2) postures (with neutral scenes) and scenes (with neutral postures) exerted differential influences on emotion categorizations when combined with incongruent facial expressions; (3) contextual asymmetries were observed for some incongruent face-posture pairings and their inverse (e.g., anger-fear vs. fear-anger), but not for face-scene pairings; (4) finally, scenes exhibited a boosting effect of posture when combined with a congruent posture and attenuated the effect of posture when combined with a congruent face. Overall, these findings highlight independent and interactional roles of posture and scene in emotion face perception. Theoretical implications for the study of emotions in context are discussed. Supplementary information: The online version contains supplementary material available at 10.1007/s42761-021-00061-x.
Language	English
Publishing date	2021-09-24
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2978299-5
ISSN	2662-205X ; 2662-2041
ISSN (online)	2662-205X
ISSN	2662-2041
DOI	10.1007/s42761-021-00061-x
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Article ; Online: Definitions matter for studying emotional development.

Walle, Eric A / Dahl, Audun

Developmental psychology

2020 Volume 56, Issue 4, Page(s) 837–840

Abstract: The collection of articles presented by Pollak, Camras, and Cole (2019) provides a stimulating survey of the current state of research on emotional development. However, the special issue also makes apparent the need for defining the construct of ... ...

Abstract	The collection of articles presented by Pollak, Camras, and Cole (2019) provides a stimulating survey of the current state of research on emotional development. However, the special issue also makes apparent the need for defining the construct of interest. Definitions of emotions guide how researchers deal with fundamental theoretical and methodological issues in emotion research. In this commentary, we contrast 2 views of emotion: the structuralist and functionalist perspectives. We illustrate the consequences of each view for the design and interpretation of empirical research and highlight benefits of adopting a functionalist perspective on emotional development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
MeSH term(s)	Child ; Child Development ; Emotions ; Humans ; Psychology, Developmental/standards ; Terminology as Topic
Language	English
Publishing date	2020-03-31
Publishing country	United States
Document type	Journal Article
ZDB-ID	2066223-3
ISSN	1939-0599 ; 0012-1649
ISSN (online)	1939-0599
ISSN	0012-1649
DOI	10.1037/dev0000887
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Article: Infant Social Development across the Transition from Crawling to Walking.

Walle, Eric A

Frontiers in psychology

2016 Volume 7, Page(s) 960

Abstract: The onset of walking is a developmental transition that sets in motion a cascade of change across a range of domains, including social interactions and language learning. However, research on the unfolding of such change in the infant across this ... ...

Abstract	The onset of walking is a developmental transition that sets in motion a cascade of change across a range of domains, including social interactions and language learning. However, research on the unfolding of such change in the infant across this transition is limited. This investigation utilized a longitudinal design to examine the effect of walking acquisition on infant social development and parent perceptions of the infant to explore how changes in these factors relate with infant language development. Parents reported on infant social behaviors and their perception of the infant, as well as motor and language development, in 2-week intervals from 10.5 to 13 months of age. Mixed linear models revealed infant initiation of joint engagement (e.g., pointing, bringing objects to the parent) and following of the parent's joint engagement cues (e.g., point following, gaze following) increased as a function of infant walking experience, particularly between 2- and 4-weeks after the onset of walking, independent of age. Additionally, the parent's perception of the infant as an individual increased between 2- and 4-weeks after the infant began to walk. Finally, the unique relations of infant walking experience, following of social cues, and the parents' perception of the infant as an individual with infant language development were examined. Infant following of joint engagement behaviors and parent perception of the infant as an individual were related to receptive, but not productive, vocabulary size. Additionally, infant walking experience remained a significant predictor of infant receptive and productive language. These findings provide insight on important factors that change as the infant begins to walk. Future research utilizing more direct assessment of these factors is described, as well as general patterning of developmental change across the transition from crawling to walking.
Language	English
Publishing date	2016-06-27
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2016.00960
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Article: Adult Judges Use Heuristics When Categorizing Infants' Naturally Occurring Responses to Others' Emotions.

Reschke, Peter J / Walle, Eric A

Frontiers in psychology

2019 Volume 10, Page(s) 2546

Abstract: Inferring the motivations of others is a fundamental aspect of social interaction. However, making such inferences about infants can be challenging. This investigation examined adults' ability to infer the eliciting event of an infant's behavior and what ...

Abstract	Inferring the motivations of others is a fundamental aspect of social interaction. However, making such inferences about infants can be challenging. This investigation examined adults' ability to infer the eliciting event of an infant's behavior and what information adults utilize to make such inferences. In Study 1, adult participants viewed recordings of 24-month-old infants responding to an actor's emotional display (joy, sadness, fear, anger, or disgust) toward a broken toy and were asked to infer which emotion the actor expressed using only the infant's behavioral responses. Importantly, videos were blurred and muted to ensure that the only information available regarding the actor's emotion was the infant's reaction. Overall, adults were poor judges of the elicitors of infants' behaviors with accuracy levels below 50%. However, adults' categorizations appeared systematic, suggesting that they may have used consistently miscategorized emotions. To explore this possibility, a second study was conducted in which a separate sample of adults viewed the original recordings and were asked to identify infants' goal-directed behaviors (i.e., security seeking, social avoidance, information seeking, prosocial behavior, exploration, relaxed play). Overall, adults perceived a variety of infant differentiated responses to discrete emotions. Furthermore, infants' goal-directed behaviors were significantly associated with adults' earlier "miscategorizations." Infants who responded with specific behaviors were consistently categorized as having responded to specific emotions, such as prosocial behavior in response to sadnesss. Taken together, these results suggest that when explicit emotion information is unavailable, adults may use heuristics of emotional responsiveness to guide their categorizations of emotion elicitors.
Language	English
Publishing date	2019-11-14
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.02546
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Article ; Online: Did you mean to do that? Infants use emotional communication to infer and re-enact others' intended actions.

Reschke, Peter J / Walle, Eric A / Dukes, Daniel

Cognition & emotion

2020 Volume 34, Issue 7, Page(s) 1473–1479

Abstract: Infants readily re-enact others' intended actions during the second year of life. However, the role of emotion in appreciating others' intentions and how this understanding develops in infancy remains unstudied. In the present study, 15- and 18-month-old ...

Abstract	Infants readily re-enact others' intended actions during the second year of life. However, the role of emotion in appreciating others' intentions and how this understanding develops in infancy remains unstudied. In the present study, 15- and 18-month-old infants observed an experimenter repeatedly attempt but fail to produce a target action on an object and express either frustration or neutral affect after each attempt. Analyses of infants' responses revealed that 18-month-old infants, but not 15-month-olds, produced more target actions in the frustration condition than the neutral condition. These results suggest that infants use emotional communication to disambiguate and re-enact others' intended actions and that this ability develops in the second year of life.
MeSH term(s)	Communication ; Comprehension/physiology ; Emotions ; Female ; Humans ; Infant ; Intention ; Male ; Social Cognition
Language	English
Publishing date	2020-03-26
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	639123-0
ISSN	1464-0600 ; 0269-9931
ISSN (online)	1464-0600
ISSN	0269-9931
DOI	10.1080/02699931.2020.1745760
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