The Future of Affective Science: Introduction to the Special Issue

Modern affective science-the empirical study of emotional responding and affective experience-has been active for a half-century. The Future of Affective Science special issue considers the history of this field and proposes new directions for the decades ahead. Contributors represent diverse theoretical perspectives, methodological expertise, and domains of study, and the special issue includes both literature reviews and new empirical studies as illustrations. This introductory article synthesizes the contributions, articulating the broader context of the current status of our field and highlighting common themes across articles as well as gaps notable even in this special issue. Sections of the article address theoretical and conceptual issues, research methodology, the questions we ask, and translation of basic affective science to applied domains. We conclude that much has been learned from the first 50 years of affective science, and it is now time for new theories, new research questions, and innovative methods for the decades ahead.

Progress in understanding the emergence of human emotion

In the past several decades, research on emotional development has flourished. Scientists have made progress in understanding infants', children's, and adults' abilities to recognize, communicate, and regulate their emotions. However, many questions remain unanswered or only partly answered. We are poised to move from descriptions of aspects of emotional functioning to conceptualizing and studying the developmental mechanisms that underlie those aspects. The gaps in our knowledge provide numerous opportunities for further investigation. With this special issue of Developmental Psychology, we aim to stimulate such progress, especially among colleagues at the beginning of their careers. The articles in this issue are intended to challenge our concepts and take research on emotional development in new directions. Toward this end, this special issue includes empirical studies, theoretical articles, novel conceptualizations, methodological innovations, and invited commentaries from scholars across a range of disciplines. In this introductory essay, we briefly review the history of research on emotional development and provide an overview of the contributions of this special issue with thoughts about the current state of the developmental science and areas in which further advancement on emotional development must be made. These include understanding the nature of emotion itself, identifying the mechanisms that produce developmental changes, examining emotion regulation within differing social contexts, and creating measures of culture that acknowledge globalization, historical change, and within-culture differences. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Faces in the wild: A naturalistic study of children's facial expressions in response to an Internet prank

There is surprisingly little empirical evidence supporting theoretical and anecdotal claims regarding the spontaneous production of prototypic facial expressions used in numerous emotion recognition studies. Proponents of innate prototypic expressions believe that this lack of evidence may be due to ethical restrictions against presenting powerful elicitors in the lab. The current popularity of internet platforms designed for public sharing of videos allows investigators to shed light on this debate by examining naturally-occurring facial expressions outside the laboratory. An Internet prank ("Scary Maze") has provided a unique opportunity to observe children reacting to a consistent fear- and surprise-inducing stimulus: The unexpected presentation of a "scary face" during an online maze game. The purpose of this study was to examine children's facial expressions in this naturalistic setting. Emotion ratings of non-facial behaviour (provided by untrained undergraduates) and anatomically-based facial codes were obtained from 60 videos of children (ages 4-7) found on YouTube. Emotion ratings were highest for fear and surprise. Correspondingly, children displayed more facial expressions of fear and surprise than for other emotions (e.g. anger, joy). These findings provide partial support for the ecological validity of fear and surprise expressions. Still prototypic expressions were produced by fewer than half the children.

Children's prototypic facial expressions during emotion-eliciting conversations with their mothers

Despite theoretical claims that emotions are primarily communicated through prototypic facial expressions, empirical evidence is surprisingly scarce. This study aimed to (a) test whether children produced more components of a prototypic emotional facial expression during situations judged or self-reported to involve the corresponding emotion than situations involving other emotions (termed "intersituational specificity"), (b) test whether children produced more components of the prototypic expression corresponding to a situation's judged or self-reported emotion than components of other emotional expressions (termed "intrasituational specificity"), and (c) examine coherence between children's self-reported emotional experience and observers' judgments of children's emotions. One hundred and 20 children (ages 7-9) were video-recorded during a discussion with their mothers. Emotion ratings were obtained for children in 441 episodes. Children's nonverbal behaviors were judged by observers and coded by FACS-trained researchers. Children's self-reported emotion corresponded significantly to observers' judgments of joy, anger, fear, and sadness but not surprise. Multilevel modeling results revealed that children produced joy facial expressions more in joy episodes than nonjoy episodes (supporting intersituational specificity for joy) and more joy and surprise expressions than other emotional expressions in joy and surprise episodes (supporting intrasituational specificity for joy and surprise). However, children produced anger, fear, and sadness expressions more in noncorresponding episodes and produced these expressions less than other expressions in corresponding episodes. Findings suggest that communication of negative emotion during social interactions-as indexed by agreement between self-report and observer judgments-may rely less on prototypic facial expressions than is often theoretically assumed. (PsycINFO Database Record

Infant differential behavioral responding to discrete emotions

Emotional communication regulates the behaviors of social partners. Research on individuals' responding to others' emotions typically compares responses to a single negative emotion compared with responses to a neutral or positive emotion. Furthermore, coding of such responses routinely measure surface level features of the behavior (e.g., approach vs. avoidance) rather than its underlying function (e.g., the goal of the approach or avoidant behavior). This investigation examined infants' responding to others' emotional displays across 5 discrete emotions: joy, sadness, fear, anger, and disgust. Specifically, 16-, 19-, and 24-month-old infants observed an adult communicate a discrete emotion toward a stimulus during a naturalistic interaction. Infants' responses were coded to capture the function of their behaviors (e.g., exploration, prosocial behavior, and security seeking). The results revealed a number of instances indicating that infants use different functional behaviors in response to discrete emotions. Differences in behaviors across emotions were clearest in the 24-month-old infants, though younger infants also demonstrated some differential use of behaviors in response to discrete emotions. This is the first comprehensive study to identify differences in how infants respond with goal-directed behaviors to discrete emotions. Additionally, the inclusion of a function-based coding scheme and interpersonal paradigms may be informative for future emotion research with children and adults. Possible developmental accounts for the observed behaviors and the benefits of coding techniques emphasizing the function of social behavior over their form are discussed. (PsycINFO Database Record

Emotional development through the lens of affective social competence

Emotion competence, particularly as manifested within social interaction (i.e., affective social competence) is an important contributor to children's optimal social and psychological functioning. In this article we highlight advances in understanding three processes involved in affective social competence: first, experiencing emotions, second, effectively communicating one's emotions, and third, understanding others' emotions. Experiencing emotion is increasingly understood to include becoming aware of, accepting, and managing one's emotions. Effective communication of emotion involves multimodal signaling rather than reliance on a single modality such as facial expressions. Emotion understanding includes both recognizing others' emotion signals and inferring probable causes and consequences of their emotions. Parents play an important role in modeling and teaching children all three of these skills, and interventions are available to aid in their development.

Adult age differences in the interpretation of surprised facial expressions

Research on adult age differences in the interpretation of facial expressions has yet to examine evaluations of surprised faces, which signal that an unexpected and ambiguous event has occurred in the expresser's environment. The present study examined whether older and younger adults differed in their interpretations of the affective valence of surprised faces. Specifically, we examined older and younger participants' evaluations of happy, angry, and surprised facial expressions. We predicted that, on the basis of age-related changes in the processing of emotional information, older adults would evaluate surprised faces more positively than would younger adults. The results indicated that older adults interpreted surprised faces more positively than did their younger counterparts. These findings reveal a novel age-related positivity effect in the interpretation of surprised faces, suggesting that older adults imbue ambiguous facial expressions-that is, expressions that lack either positive or negative facial actions-with positive meaning. (PsycINFO Database Record

Post-institutionalized Chinese and Eastern European children: Heterogeneity in the development of emotion understanding

Post-institutionalized Chinese and Eastern European children participated in two emotion understanding tasks. In one task, children selected facial expressions corresponding to four emotion labels (happy, sad, angry, scared). The second task required children to match facial expressions to stories describing situations for these emotions. While both post-institutionalized groups scored lower than the never-institutionalized children, those from China performed better than those from Eastern Europe. Post-institutionalized children's performance was predicted by their age at adoption.

Preadoption adversity and long-term clinical-range behavior problems in adopted Chinese girls

In this study, we report findings on the role of preadoption adversity on long-term clinical-range problems in adopted Chinese girls. Four waves (2005, 2007, 2009 and 2011) of problem behavior data on 1,223 adopted Chinese girls (M = 4.86 years, SD = 2.82 in 2005) were collected from the adoptive mothers with the Child Behavior Checklist (CBCL). At Wave 1 (2005), data on the following indicators of preadoption adversity was collected: age at adoption, physical signs/symptoms (e.g., sores) of preadoption adversity, developmental delays at arrival, refusal/avoidance behaviors and crying/clinging behaviors toward adoptive parents during the first 3 weeks of adoption. We found that the percentage of clinical-range internalizing problems was 11.1%, 16.5%, 11.3%, and 16.1% at Wave 1, Wave 2, Wave 3, and Wave 4, respectively; the corresponding percentage of clinical-range externalizing problems was 8.4%, 10.5%, 8.4% and 9.9% respectively; and the corresponding percentage of clinical-range total CBCL problems was 9.3%, 13.0%, 9.8% and 12.6% respectively. Analyses with Mplus showed that controlling for demographic variables, indicators of preadoption adversity, except age at adoption, increased the odds for clinical-range behavior problems. Longitudinal path models revealed that controlling for demographic variables and the children's adjustment status in the previous wave, refusal/avoidance remained significant in predicting clinical-range internalizing, externalizing and total CBCL problems at Wave 2, delays at arrival and signs/symptoms were significant in predicting clinical-range internalizing problems at Wave 3. Overall, adoptees with clinical-range CBCL problems in earlier waves were 9-28 times as likely to show clinical-range CBCL problems in subsequent waves.

Pre-menarche pubertal development following unique form of immigration: the case of girls adopted from China

Our study tested the hypothesis that drastic social-cultural change has an impact on girls' pre-menarche pubertal development. We focused on a unique group of Chinese immigrants who migrated out of China in infancy through international adoption. Our sample included 298 Chinese girls who were 7.3-11.1 years in 2011 (Mean = 8.8, SD = 0.9) and were adopted at 7-24 months (Mean = 12.6, SD = 3.4). We found that 34% showed at least one of four signs of pubertal development: Growth spurt, body fat increase, breast development, and body hair. Logistic regression analyses showed that the odds of growth spurt was raised by the girls' age in 2011, behavior problems in 2005, but lowered by the adoptive families' household income; the odds of body fat increase in 2011 was raised by the adopted Chinese girls' weight in 2007 and behavior problems in 2005, but was lowered by the adoptive mother's education level; the odds for breast development in 2011 was raised by the girls' age in 2011, weight in 2007, and behavior problems in 2009. For body hair, none of the factors predicted the odds. Prevalence of precocious puberty, based on the criterion of breast development before 8 years, was 3.5%. Overall, our study suggests that the pre-menarche pubertal development of adopted Chinese girls may be slightly advanced but also is affected by factors that affect non-adopted girls' pubertal development.

Current Emotion Research in Developmental Psychology

Emotion theories based on research with adults must be able to accommodate developmental data if they are to be deemed satisfactory accounts of human emotion. Inspired in part by theory and research on adult emotion, developmentalists have investigated emotion-related processes including affect elicitation, internal and overtly observable emotion responding, emotion regulation, and understanding emotion in others. Many developmental studies parallel investigations conducted with adults. In this article, we review current theories of emotional development as well as research related to the several aspects of emotion designated above. Beyond providing an overview of the field, we hope to encourage greater cross-fertilization and research collaboration between developmental psychologists and scholars who focus on adult emotion.

Differentiation, Dynamical Integration and Functional Emotional Development

In recent decades, considerable progress has been made in our understanding of emotional development. Yet no single current theory can fully encompass all of the empirical findings. Herein I propose that aspects of several theoretical approaches can be incorporated into a novel view that is informed by the dynamical systems perspective.

Emotion expression among abusive mothers is associated with their children's emotion processing and problem behaviours

The current study evaluated the quality of facial and vocal emotional expressions in abusive and non-abusive mothers, and assessed whether mothers' emotional expression quality was related to their children's cognitive processing of emotion and behavioural problems. Relative to non-abusive mothers, abusive mothers produced less prototypical angry facial expressions, and less prototypical angry, happy, and sad vocal expressions. The intensity of mothers' facial and vocal expressions of anger was related to their children's externalising and internalising symptoms. Additionally, children's cognitive processing of their mothers' angry faces was related to the quality of mothers' facial expressions. Results are discussed with respect to the impact of early emotional learning environments on children's socioemotional development and risk for psychopathology.

Emergent Ghosts in the Developmental Machine

Coan’s article persuasively argues for an emergent variable model of emotion. This commentary highlights one version of such an approach that has been adopted by some developmental researchers, the dynamical systems perspective.

Complexities in the Study of Infant Emotional Facial Expressions

In the target article, we reviewed empirical evidence regarding the relationship between facial expressions and emotion in infancy. In our response to commentators, we make three main points. First, we concur with Hertenstein that the field has thus far relied too heavily on deductive reasoning, and suggest that future research strike a balance between inductive and deductive reasoning. Second, we maintain that infant recognition of discrete emotions remains an open question. Third, we state our position regarding the revised version of DET.

Emotional Facial Expressions in Infancy

In this article, we review empirical evidence regarding the relationship between facial expression and emotion during infancy. We focus on differential emotions theory’s view of this relationship because of its theoretical and methodological prominence. We conclude that current evidence fails to support its proposal regarding a set of pre-specified facial expressions that invariably reflect a corresponding set of discrete emotions in infants. Instead, the relationship between facial expression and emotion appears to be more complex. Some facial expressions may have different meanings in infants than in children and adults. In addition, nonemotion factors may sometimes lead to the production of “emotional” facial expressions. We consider alternative perspectives on the nature of emotion and emotional expression in infancy with particular focus on differentiation and dynamical systems approaches.

Culture, ethnicity, and children's facial expressions: A study of European American, mainland Chinese, Chinese American, and adopted Chinese girls

This investigation extends previous research documenting differences in Chinese and European American infants' facial expressivity. Chinese girls adopted by European American families, nonadopted Mainland Chinese girls, nonadopted Chinese American girls, and nonadopted European American girls responded to emotionally evocative slides and an odor stimulus. European American girls smiled more than Mainland Chinese and Chinese American girls and scored higher than Mainland Chinese girls for disgust-related expressions and overall expressivity. Adopted Chinese girls produced more disgust-related expressions than Mainland Chinese girls. Self-reported maternal strictness, aggravation, positive expressiveness, and cultural identification correlated with children's facial responses, as did number of siblings and adults in the home. Results suggest that culture and family environment influences facial expressivity, creating differences among children of the same ethnicity.

Emotional Facial Expressions in European-American, Japanese, and Chinese Infants

Charles Darwin was among the first to recognize the important contribution that infant studies could make to our understanding of human emotional expression. Noting that infants come to exhibit many emotions, he also observed that at first their repertoire of expression is highly restricted. Today, considerable controversy exists regarding the question of whether infants experience and express discrete emotions. According to one position, discrete emotions emerge during infancy along with their prototypic facial expressions. These expressions closely resemble adult emotional expressions and are invariantly concordant with their corresponding emotions. In contrast, we propose that the relation between expression and emotion during infancy is more complex. Some infant emotions and emotional expressions may not be invariantly concordant. Furthermore, infant emotional expressions may be less differentiated than previously proposed. Together with past developmental studies, recent cross-cultural research supports this view and suggests that negative emotional expression in particular is only partly differentiated towards the end of the first year.

Observing emotion in infants: facial expression, body behavior, and rater judgments of responses to an expectancy-violating event

Eleven-month-old European-American, Japanese, and Chinese infants (ns = 23, 21, and 15, respectively) were videotaped during baseline and stimulus episodes of a covert toy-switch procedure. Infants looked longer at the object during the expectancy-violating event (stimulus episode) but did not produce more surprise-related facial expressions. American and Japanese infants produced more bodily stilling during stimulus than baseline, and American infants also produced more facial sobering. Naive raters viewing both episodes could correctly identify the expectancy-violating event. Rater judgments of surprise were significantly related to infants' bodily stilling and facial sobering. Judgments of interest were related to cessation of fussing. Thus, observer judgments of infant emotions can be systematically related to behaviors other than prototypic emotional facial expressions.

Production of emotional facial expressions in European American, Japanese, and Chinese infants

European American, Japanese, and Chinese 11-month-olds participated in emotion-inducing laboratory procedures. Facial responses were scored with BabyFACS, an anatomically based coding system. Overall, Chinese infants were less expressive than European American and Japanese infants. On measures of smiling and crying, Chinese infants scored lower than European American infants, whereas Japanese infants were similar to the European American infants or fell between the two other groups. Results suggest that differences in expressivity between European American and Chinese infants are more robust than those between European American and Japanese infants and that Chinese and Japanese infants can differ significantly. Cross-cultural differences were also found for some specific brow, cheek, and midface facial actions (e.g., brows lowered). These are discussed in terms of current controversies about infant affective facial expressions.

Production of emotional facial expressions in European American, Japanese, and Chinese infants

European American, Japanese, and Chinese 11-month-olds participated in emotion-inducing laboratory procedures. Facial responses were scored with BabyFACS, an anatomically based coding system. Overall, Chinese infants were less expressive than European American and Japanese infants. On measures of smiling and crying, Chinese infants scored lower than European American infants, whereas Japanese infants were similar to the European American infants or fell between the two other groups. Results suggest that differences in expressivity between European American and Chinese infants are more robust than those between European American and Japanese infants and that Chinese and Japanese infants can differ significantly. Cross-cultural differences were also found for some specific brow, cheek, and midface facial actions (e.g., brows lowered). These are discussed in terms of current controversies about infant affective facial expressions.

Conflict behaviors of maltreated and nonmaltreated children

Maltreated and nonmaltreated children (ages 3-7 years) were paired for brief play sessions involving a single desirable object. Facial, verbal, and physical actions used while negotiating access to the object were examined. Results showed that the maltreated-nonmaltreated pairs were able to engage in a negotiation process resulting in approximately equal sharing of the object. The differences found between maltreated and nonmaltreated children primarily suggested that maltreated children were somewhat hesitant to engage their partners. Results also showed that children's scores on a facial expression recognition task predicted greater responsiveness to their partners' indication of reluctance to relinquish the object.

Facial expressions used by children in a conflict situation

72 pairs of kindergarten children were each given a brief play session involving an object with which only 1 child could play at a time. Facial expressions used by children defending their possession of the object were studied. Results showed a relationship between the facial expressions a child used and both his own subsequent behavior and that of his partner. "Agressive" facial expressions were associated with persistent attempts by the expressers to maintain access to the disputed object. Percipients of aggressive expressions were relatively hesitant about making a new attempt to take the object from the expresser. 1 nonaggressive expression was also followed by percipient hesitancy. The relationship of the aggressive expressions to both primate threat displays and human facial expressions of emotion is discussed.