Scenarios in their study were more detailed and had better evocative power than the one used in previous studies. They asked 144 children age 6 to 11 and 24 adults to label the emotion to particular scenario and immediately after to draw Sam’s emotion according to scenario label. If the label produced was incorrect participants would receive feedback indicating expected label. All participants’ answers were judged by criteria of three female judges in both tasks.
The main aim of their study was to test to what extent is drawing suitable to assess children’s ability understanding of basic emotions. The predictions were that both tasks should observe the gradual increase in ability to identify basic emotions and the close relationship between the pattern of success or failure across the age 6 and 11. Experimenters used within-subject design and the results revealed that there is a similar increase in ability to identify correct emotions in labelling task and drawing task between the ages 6 and 8, then between the ages 8 and 12.
Measuring neutral emotion separately Brechet et al found out that neutral drawings are stable between the ages of 6 and 9 (10/24 at 6, 7/24 at 7, and 8, 6/24 at 9) and then increased until adulthood (8/24 at 10, 12/24 at 11, 19/24 for adults).
The Essay on Driving Age Should Be Increased to 18
The huge number of car crashes caused by young drivers is an issue which is now being strongly debated in Australia. According to the new research released on 7 April 2010 by Carhistory.com.au, Australia’s most comprehensive vehicle history website, one in ten Australian teenagers have had a car accident (Coffey, J 2010). Due to that serious fact, an idea of increasing the driving age to 18 with a ...
The connection between the two tasks was also found where there was a majority of consistent participants in all emotions. Evaluation Brechet et al. 2009) reasoned that comparison of the labelling task and drawing task would indicate the relevance of a drawing task to be used to asses children’s ability to identify basic emotions. The researchers found similarity in developmental patterns in both tasks. This may not mean that using the drawing task by itself is suitable to test children’s understanding of basic emotions as there were few limitations in this study. It was not explained why the researchers decided to use children aged 6 to 11 and adults to participate in the experiment.
Previous studies (Tracy et al. , 2005; Camras & Allison, 1985; Widen & Russell, 2003) used children younger than 6 years old and the correct identification of basic emotions was found. The reason of adults participating in their study is not clear as the aim of the study was comparison of children’s ability to identify basic emotions between two tasks. Presence of adult participants could affect the results as Picard et al. (2007) study revealed that context and posture cues were more frequent in adults’ than in children’s drawings. According to Brechet et al. 2009) their emotional scenarios were independent of other stimuli as the use of two emotional stimuli is not always helpful and does not increase the number of correct answers (Reichenbach & Masters, 1983) but the results revealed that drawings produced by 8 year old children contained the context cues mentioned in scenarios (e. g. present in happiness, ghost in fear) and the drawings were accepted as correct. This finding indicated that even if the tasks were not presented at the same time the second task was presented immediately after the first one which could influence the results in the second task.
This is consistent with Harrigan (1984) findings but it is contradicting with Reichenbach and Masters (1983) study. The future experiment could use between-subject design where participants would not be influenced by the first task and possible replication of strategy would not occur (Picard et al. , 2007).
Neutral drawings were analysed separately and neutral scenario was not used in the labelling task, so there would be no possibility for comparison which leads to a question how this analyses would contribute to support experimenters’ hypothesis.
The Term Paper on Child Study Paper
The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big ...
Additionally the results interpreted by researchers stated that the neutral drawing are stable up to the age of 9 and from 10 years of age to adulthood the number of correct drawings increased, however looking at the results the number of correct drawings seem to be stable from 6 to 11 year olds where 6 to 11 answers were correct out of 24 and it clearly increased in adulthood where 19 from 24 answers were correct. In the future study the neutral emotion could be used in both tasks, where children would be given a choice of answers from given labels and neutral would be labelled as feeling OK (Reichenbach & Masters, 1983).
It was not noted why the children were asked to do neutral drawings. Were the neutral drawings used as a base line or were there other judgemental criteria used (Picard et al. , 2007)? Brechet et al. (2009) argued that “by using less rigid criteria such as those used by Widen and Russell (2003) with young children (2- to 5-year-olds)” (p. 601), the children results would improve. It is noteworthy to point out that Widen and Russell (2003) study used different criteria according to age group of his participants so using it in Brechet et al. (2009) study would be possibly not appropriate according to age.
The study also did not describe what criteria were used to judge accuracy of the children’s labelling or drawing so it cannot be compared to other studies. It only stated what was accepted as a correct answer. Another limitation to the study was providing the feedback in the first task which would direct participants to correct the label that is appropriate to particular scenario and that would lead to correct drawing. Brechet et al. (2009) argued that children that were lacking of mental flexibility would be unable to benefit from such feedback as for task switching such flexibility is required.
The ability of switching between the tasks was found in children younger than 6 years old (Dibbets & Jolles, 2006; Camras & Allison, 1985) and Brechet’s et al. (2009) participants were older than 6 years of age so mental flexibility would be present and the feedback could affect the results. All tables and figures were presented clearly and were located appropriately after the relevant paragraph except of examples of drawings which were placed in the discussion section and not following the paragraph that was related to pictures.
The Term Paper on Child And Young Person Development 6
1.1 There is a huge pattern in development from birth to 19years in all children and young people and all these developments if done correctly or not will affect in their later lives. Physical development is very important and change gradually through the years from birth to 19years this has a lot to do with how the skills can develop in motor skills, fine skills and also a big part in their co- ...
Also in discussion it was mentioned that development of the understanding of basic emotions increases between ages 6 to 8 and then between 8 to 12 but Brechet et al. (2009) compared children aged from 6 to 11 only. Conclusion It can be seen that parallelism does exists between the labelling task and drawing task, however before deciding if drawing task can be considered as a suitable tool to assess understanding of the basic emotions, research should examine the relationship between verbal and drawing task. If the elationship would be the reason for a strong similarity then the research would be no clearer in providing an answer to the question of relevance of drawing task to be used to assess the comprehension of emotion. Other changes in performing the research could be also implemented as there were some limitations to the study. In the future between-subject design could be used to avoid influence of the tasks and neutral drawings to be used as a baseline or to be assessed as basic emotion called neutrality. In the latter case the neutral emotional scenario should be used in verbal and non-verbal task. Brechet et al. 2009) findings contributed to previous studies and the drawing task could be used in the future as a relevant tool to assess development of understanding of emotions in children with speech problems. References Camras, L. A. , & Allison, K. (1985).
Children’s understanding of emotional facial expressions and verbal labels. Journal of Nonverbal Behavior, 9(2), 84–94. Dibbets, P. , & Jolles, J. (2006).
The Switch Task for Children: Measuring mental ? exibility in young children. Cognitive Development, 21, 60–71. Harrigan, J. A. (1984).
The effects of task order on children’s identification of facial expressions.
The Term Paper on Child And Young Person Development 7
Task 1 (1.1): Describe the expected pattern of children and young people’s development from birth to 19 years, to include: physical development communication and intellectual development social, emotional and behavioural development. Answer to Task 1 (1.1): Physical Development: Age Expected development 0-3 Months When placed on their front, babies lie with the head turned to one side, the ...
Motivation and Emotion, 8(2), 157-169. Picard, D. , Brechet, C. , & Baldy, R. (2007).
Expressive Strategies in Drawing are Related to Age and Topic. Journal of Nonverbal Behaviour, 31, 243-257. Reichenbach, L. , & Masters, J. C. (1983).
Children’s Use of Expressive and Contextual Cues in Judgement of Emotion. Child Development, 54, 993–1004. Tracy, J. L. , Robins, R. W. , & Lagattuta, K. H. (2005).
Can Children Recognize Pride? Emotion, 5(3), 251–257. Widen, S. C. , & Russell, J. A. (2003).
A Closer Look at Preschoolers’ Freely Produced Labels for Facial Expressions. Developmental Psychology, 39(1), 114–128.
