Sex differences in the encoding and decoding of negative facial emotions

To study the effects of gender on ability to recognize facial expressions of emotion, two separate samples of male and female undergraduates (727 in Study 1, 399 in Study 2) judged 120 color photographs of people posing one of four negative emotions: anger, disgust, fear, and sadness. Overall, females exceeded males in their ability to recognize emotions whether expressed by males or by females. As an exception, males were superior to females in recognizing male anger. The findings are discussed in terms of social sex-roles.Portions of this paper were presented at the Annual Convention of the American Psychological Association, New York: August, 1987.     

The role of social skills in encoding posed and spontaneous facial expressions

The purpose of this study was to determine the relationships between social skills and the abilities to express emotions intentionally and spontaneously. Students were videotaped during two tasks: a) while watching a series of emotionally arousing slides; and b) while posing emotional facial expressions. Judges viewing the videotapes determined how accurately the subjects could express emotions. Results suggested that certain social skills do underlie the ability to express emotions. Specifically, the ability to be emotionally expressive, but not ability to control emotions, is related to spontaneous sending ability. Expressive ability, coupled with role-playing skills, is related to posed sending ability. Additionally, the abilities to express emotions intentionally and spontaneously are positively related, suggesting that these two abilities involve some common, underlying social skill components.The authors would like to thank Charles Salinas for his assistance in the data collection.     

An analysis of the encoding and decoding of spontaneous and posed smiles: The use of facial electromyography

Twenty subjects judged 80 video segments containing brief episodes of smiling behavior for expression intensity and happiness of the stimulus person. The video records were produced under instructions to (a) pose, (b) experience a happy feeling or (c) to both experience and show a happy feeling. An analysis of the integrated facial electromyogram (EMG), recorded over four muscle regions (zygomaticus major, depressor anguli oris, corrugator supercilii, andmasseter), showed that judgments of happiness and of intensity of expression could be predicted in a multiple regression analysis (multipleR = .64 for perceived happiness and .79 for perceived expression intensity). The perception of happiness was affected by EMG activity in regions other thanzygomaticus major. The use of parameters other than the mean of the integrated EMG, namely variance, skewness, kurtosis and properties of the amplitude distributions across time, provided accurate classification of the elicitation conditions (pose happiness versus experience happiness) in a discriminant analysis. For the discrimination of posed and felt smiles variables describing aspects of facial activity in the temporal domain were more useful than any of the other measures. It is suggested that facial EMG can be a useful tool in the analysis of both the encoding and decoding of expressive behavior. The results indicate the advantage of using multiple-site EMG recordings as well as of using amplitude and temporal characteristics of the facial EMG measures.The research was supported in part by funds associated with the John Sloan Dickey Third Century Professorship (Kleck) and in part by grant BNS-8507600 from the National Science Foundation (Lanzetta). Ursula Hess and Arvid Kappas were supported by stipends from the Deutscher Akademischer Austauschdienst (German Academic Exchange Service).     

Decoding and encoding facial expressions in preschool-age children

Preschool-age children drew, decoded, and encoded facial expressions depicting five different emotions. Each child was rated by two teachers on measures of school adjustment. Facial expressions encoded by the children were decoded by college undergraduates and the children's parents. Results were as follows: (1) accuracy of drawing, decoding and encoding each of the five emotions was consistent across the three tasks; (2) decoding ability was correlated with drawing ability among female subjects, but neither of these abilities was correlated with encoding ability; (3) decoding ability increased with age, while encoding ability increased with age among females and slightly decreased among males; (4) parents decoded facial expressions of their own children better than facial expressions of other children, and female parents were better decoders than male parents; (5) children's adjustment to school was related to their encoding and decoding skills and to their mothers' decoding skills; (6) children with better decoding skills were rated as being better adjusted by their parents.The authors gratefully acknowledge the assistance of the Greater Rochester Jewish Community Center, Early Childhood Department, and the parents of the participating children in the completion of this study. Special thanks to Sandra Walter, Director of the Early Childhood Department, for her cooperation and support during all stages of the project.     

Children's understanding of emotional facial expressions and verbal labels

Preschool, kindergarten, first and second-grade children were told twelve stories describing emotion-inducing events. After each story the subjects were presented either with three emotion labels (e.g., happy, sad, surprised) or with facial expressions of three emotions. Subjects were asked to choose the label or expression appropriate for the story's main character. Data analysis showed that children's accuracy increased with age. Performance was high on both response measures but recognition of labels exceeded that of facial expressions. Some of the six emotions studied (e.g., happiness and sadness) were recognized more easily than others (surprise, fear, and anger), with disgust being correctly identified least often.The authors wish to thank the children, staff, and parents of St. Chrysostom's Day School and St. Clement's School for their generous cooperation in this study.     

Conflicts in Family Relations,Children's Emotions and Agency

What kind of conflicts and tensions do children experience with other children and adults in the family? Content analysis of 32 thematic interviews with 10‐ to 13‐year‐old children revealed that while conflicts often concern daily actions, tasks and routines, they also relate to decision‐making and fair treatment or to matters threatening the child's sense of emotional security. Parental conflicts and conflicts in child–parent relationships often arouse negative emotions that lead children to suppress their agency. However, conflicts, particularly those between siblings, may also open up possibilities for negotiation and agency.     

The relative equivalence of senders in studies of nonverbal encoding and decoding

As an aid to researchers who study encoding and decoding of nonverbal cues, we compared the relative equivalence of encoders sending a single scene with the relative equivalence of scenes when one encoder sent many scenes. Length-corrected internal consistency was identical in both cases, indicating that no necessary gain in generality results from employing more senders each of whom sends fewer scenes rather than one sender who sends more scenes.Preparation of this paper was supported by a grant from the Milton Fund of Harvard University to the first author and by a grant to the second author (BRSG Grant 5 So 7 RR07041-11) awarded by the Biomedical Research Support Grant Program, Division of Research Resources, National Institutes of Health.     

Development of Shyness: Relations With Children's Fearfulness,Sex, and Maternal Behavior

The relations of childhood fearfulness (observed and adult reported) and adult‐reported shyness at 18 (n = 256) and 30 (n = 230) months of age were assessed. Fear was positively related to shyness concurrently and longitudinally, but slightly more consistently at 18 months. The moderating roles of observed maternal sensitivity and children's sex in the relation between 18‐month fearfulness and 30‐month shyness, and between 18‐ and 30‐month shyness, were tested. The positive relation between mother‐reported fearfulness and shyness was strongest for sons of insensitive mothers but was not significant for daughters of sensitive, average, or insensitive mothers. The positive relation between mother‐reported 18‐ and 30‐month shyness was strongest for sons of insensitive mothers and for daughters of sensitive mothers. Moreover, when using scores of fear or shyness that were independent of each other, 18‐month mother‐reported fearfulness continued to interact with sex and sensitivity to predict 30‐month shyness; however, the positive relation between Time 1 and Time 2 shyness was consistent across sex and levels of sensitivity.     

Children's abilities and strategies in managing the facial display of affect

To examine children's ability to control their affective expression facially, 68 second- and fourth-grade boys and girls were unobtrusively videotaped while discussing six self-chosen activities about which they felt positively, neutrally, or negatively. Children then performed three facial management tasks: (a)inhibition (showing no emotion instead of a felt emotion); (b)simulation (showing an emotion when not feeling anything); and (c)masking (showing an emotion that is different than what is felt). Twelve raters judged the edited tapes of the children's performance for affect positivity and deceptiveness. Repeated measures ANOVAs indicated, in contrast to previous research, that children were highly competent in managing facial displays. To understand children's techniques for managing affective displays, two raters categorized the primary cognitive strategies children used. Results showed that fourth graders used more complex strategies more often than second graders. These results highlight children's skill and strategies in affect management.Funding for this project was provided by a NICHHD grant (#HD22367) to the first author. We gratefully acknowledge the assistance of Nancy A. Ballard and Michael G. Rakouskas in data collection and preparation. We also thank the children whose participation and cooperation made this research possible.     

The encoding and decoding of liking from behavioral cues in both auditory and visual channels

Fifty high school students met in same-sex dyads for the first time over a cup of coffee in an experimental room designed as a comfortable living room. They then responded to a questionnaire designed to measure liking and perceived similarity. The interactions were video-taped. Two different panels of 6 judges later either viewed (video only) or heard (audio-only) the videotape and raed the subjects behavior on a number of scales. The judges also judged the degree of liking felt by the subjects by estimating subjects responses to the questionnaire. In addition gaze behaviour during the interaction was measured. Factor analysis demonstrated that 60% of the variance in The Liking Scale was attributed to 14 items relating to liking and perceived similarity. A separate factor to assess perceived similarity could not be found. Twenty-nine percent of the variance in the liking reported by subjects was predicted by an interrelated pattern of expressing behaviour including approproate looking, mutual gaze, self-disclosure, synchrony in movement and gesture, expressiveness of the face and liveliness of the voice. Video judges liking correlated 0.33 with subjects liking and 48% of the variance in their judgements was explained by the valid cues of looking and expressiveness of the face. Audio judges liking, although it correlated at 0.34 with video judges liking, did not correlate at all with subjects' liking because of an over-reliance on the important content cues. It is suggested that major problems leading to decoding inaccuracy may be over-reliance on content cues and over-confidence in the possibility of decoding accuracy. The evidence suggests that differences between subjects in encoding may be considerable.     

Feeling Caught Between Parents: Adult Children's Relations With Parents and Subjective Well‐Being

Research on divorce has found that adolescents’ feelings of being caught between parents are linked to internalizing problems and weak parent‐child relationships. The present study estimates the effects of marital discord, as well as divorce, on young adult offspring's feelings of being caught in the middle (N =632). Children with parents in high‐conflict marriages were more likely than other children to feel caught between parents. These feelings were associated with lower subjective well‐being and poorer quality parent‐child relationships. Offspring with divorced parents were no more likely than offspring with continuously married parents in low‐conflict relationships to report feeling caught. Feelings of being caught appeared to fade in the decade following parental divorce. These results suggest that, unlike children of divorce, children with parents in conflicted marriages (who do not divorce) may be unable to escape from their parents’ marital problems—even into adulthood.     

Prominence in a Network of Communication: Work Relations in a Children's Psychiatric Hospital*

Colleague consultation in professional organizations is both important and commonplace. One consequence of consultation is that some individuals acquire more prominence than others in the work contact networks. The literature suggests that variation in prominence depends on personal characteristics, such as occupation, education, ascribed traits, and activities both inside and outside the organization. Using sociometric data for the staff members of a psychiatric hospital for children, various hypotheses dealing with the effects of personal attributes are examined. An alternative explanation is that social relations within and between organizational subunits influence the likelihood that subunit members will be prominent in the hospital-wide communication network. The analysis indicates that these subunit relations have direct effects on prominence and also mediate the effects of certain personal characteristics.     

Transactional and Cascading Relations Between Early Spanking and Children's Social‐Emotional Development

The authors tested a series of models linking spanking and child social‐emotional outcomes using a sample of 3,870 families from the Fragile Families and Child Wellbeing study. Spanking was measured by the number of times the focal child was spanked by the mother at ages 1, 3, and 5. Internalizing and externalizing symptoms were assessed using the Child Behavior Checklist at ages 3 and 5. Child emotionality was used to index child behavior at age 1. A series of nested transactional and cascade models was tested through structural equation modeling. The final model supported transactional effects between spanking and child externalizing behaviors over child ages 1, 3, and 5. In addition, one cascade effect was found: Spanking at age 1 was related to greater externalizing behavior at age 3, which was related to greater internalizing behavior at age 5. Implications for family theory and future research are discussed.     

中国与阿曼苏丹国的历史关系

阿曼苏丹国与中国尽管相距遥远,但自古以来就有着友好关系,特别是两国人民的海上联系,在公元二三世纪时曾非常活跃.     

Children's understandings of rurality: exploring the interrelationship between experience and understanding

Prompted by current debates within rural studies, this paper explores children's understandings of rural New Zealand. Previous research has focused on children as “doers” rather than “thinkers”. This paper reverses this emphasis by exploring children's material and discursive experiences and the ways these are negotiated to develop their understandings of rurality. While it highlights common constructions of rurality based on experiences of agriculture, nature, and recreation, it also illustrates children's varied experiences and understandings of rurality from each other and from adults. This heterogeneity becomes apparent through the examination of individual children's biographies. These reinforce the importance of making room to consider children individually and with regard to their own personal context—that is, to enable the complication of academic/adult understandings of rurality.     

Understanding Relations between People and their Pets

As evidenced by the popularity of animal behavior shows and books, online viral pet videos, and the presence of dogs or cats in two‐thirds of American homes, pets clearly play an important role in many Americans’ lives. At the same time, however, millions of pets are abandoned, abused, and euthanized every year. What should we make of these seemingly conflicting realities? How do Americans really feel about and treat their pets? And what explains the differences? In recent years social scientists have begun to investigate the various and changing interactions between humans and animals. In particular, a growing body of research examines humans’ relationships with pets, most often dogs and cats. This paper reviews recent research in this field. After discussing what differentiates pets from other animals, the paper begins with a review of research investigating the meanings and roles of pets in people’s lives and the nature and benefits of human‐pet attachments. Secondly, it reviews research on the factors that help explain why some people have a higher regard for pets than others. The paper concludes with a discussion of some of the limitations of existing research and some suggestions on how to expand future investigations.     

Children's Affection Toward Fathers: A Comparison between Japan and the United States

Abstract Previous studies on fatherhood have focused primarily on the extent of paternal involvement from fathers' point of view and the impact of such involvement on children. These studies report that the level of paternal involvement varies depending on such factors as the fathers' ages, and the mothers' employment hours and income, and that the active participation by fathers has a positive impact on children's emotional and cognitive development. The current study not only focuses on paternal involvement but also on questions rarely addressed in the previous studies. How do children perceive the extent of fathers' involvement with them? Are their perceptions highly correlated with the report made by fathers? Further, how does paternal involvement influence children's affection toward fathers? In this paper, these questions are examined using a cross-national data collected in Japan and the United States. The major findings of the survey indicate that the levels of paternal involvement perceived by children and fathers are not as strongly correlated as were expected both in Japan and the United States. In both countries, children who spend more time with their fathers and who are younger and girls express more affection toward fathers. A cross-national difference was found with respect to the impact of social network on children's affection toward fathers.     

The relationship between spontaneous facial expressions of emotion and voluntary control of facial muscles

The goal of this study was to examine whether individual differences in the intensity of facial expressions of emotion are associated with individual differences in the voluntary control of facial muscles. Fifty college students completed a facial mimicry task, and were judged on the accuracy and intensity of their facial movements. Self-reported emotional experience was measured after subjects viewed positive and negative affect-eliciting filmclips, and intensity of facial expressiveness was measured from videotapes recorded while the subjects viewed the filmclips. There were significant sex differences in both facial mimicry task performance and responses to the filmclips. Accuracy and intensity scores on the mimicry task, which were not significantly correlated with one another, were both positively correlated with the intensity of facial expressiveness in response to the filmclips, but were not associated with reported experiences.We wish to thank the Editor and two anonymous reviewers for their helpful comments on an earlier draft of this paper.     

Relations between strangers: cycles of structure and meaning in tourist systems

Tourism is a paradoxical human activity–a supposedly ‘smokeless industry’ that produces littered beaches, a cornucopia to local economics that gives rise to inflation and embittered natives, a profitable enterprise that often requires governmental subsidy. It is also a major social and economic phenomenon: witness 280 million international tourists and 180 billion dollars in expenditures in 1979 (Waters, 1979). For the population of many societies, it is a primary source of work; for others it is a primary outlet for leisure. An understanding of the modern era is incomplete without understanding the social processes of tourism. This paper speculates about cycles of structure and myth in tourism development. The goal is an integrated theory of tourism, based on empirical evidence, amenable to test, and permitting the prediction of future behaviour. The paper is divided into several sections. First, we briefly review some earlier analytic frameworks used for understanding tourism. We draw upon these frameworks to develop an integrated explanation of the behaviour of tourists, the evolution of the tourist industry, and the consequences of tourism for host and guest populations. Second, our attention is devoted to structural and symbolic factors shaping relations between strangers. Such relations, we argue, are the engine of change in tourism. Third, we present a typology of the social cycles involved in tourism. We attempt to describe which elements of the social order are likely to respond in predictable patterns to tourism development; speculate on the form these responses might take and provide a set of hypothetical curves for potential indicator measures. We close by suggesting some theoretical and practical implications of our discussion.