C3
Prof. Dr. Kauschke and Prof. Dr. Schwarzer

The development of the interplay of verbal and facial information in emotion categorization

Planned research

Project C3 explores the acquisition and usage of emotion categories in the course of development. We plan a series of experiments covering the age range from infancy to school age. The expected results will show when and how infants start to link facial and verbal information in order to establish early emotion categories, how contextual and situational factors impact emotion categorization, how children comprehend and produce words referring to distinct emotion categories, what gaze behavior and brain responses can tell us about the mechanisms guiding the interplay of words and faces in emotion categorization, and what kind of variation in emotion categorization can be found in clinical populations.

Current research

The central aim of this project is to uncover how children use emotional information in order to categorize words and faces. In the planned series of studies we will examine children's processing of emotion words and their processing of faces in conjunction. Words for emotions are selected since they provide a window into the acquisition of representations for abstract entities. In a series of cross-modal reaction time experiments, the project aims at uncovering developmental changes in word and face categorization. For example, effects of emotional valence and the role of different degrees of embodied affective experience are expected to change in the course of development.

new project-related publications
Bahn, D., Kauschke, C., Vesker, M., & Schwarzer, G. (2018). Perception of valence and arousal in German emotion terms: a comparison between 9-year-old children and adults. Applied Psycholinguistics, 39(3), 463-481. find paper DOI
Bahn, D., Kauschke, C., Vesker, M., & Schwarzer, G. (2021). A multi-modal comparison of emotion categorization abilities in children with Developmental Language Disorder (DLD). Journal of Speech, Language and Hearing Research (in press.).
Billino, J., van Belle, G., Rossion, B., & Schwarzer, G. (2018a). The nature of individual face recognition in preschool children: Insights from a gaze-contingent paradigm. Cognitive Development, 47, 168-180. find paper DOI
Kauschke, C. (2019). Linguistische Perspektiven auf Emotion und Sprache. In Emotionen (pp. 262-271). JB Metzler, Stuttgart. find paper
Kauschke, C., Bahn, D., Vesker, M., & Schwarzer, G. (2019). The role of emotional valence for the processing of facial and verbal stimuli–positivity or negativity bias?. Frontiers in psychology, 10, 1654. find paper
Vesker, M., Bahn, D., Degé, F., Kauschke, C., & Schwarzer, G. (2019). Identification of Emotional Facial Expressions in a Lab and Over the Internet. Psychology. Journal of Higher School of Economics, 16(3), 571-583. find paper DOI
Vesker, M., Bahn, D., Dege, F., Kauschke, C., Schwarzer, G. (2018). Developmental changes in the categoral processing of positive and negative facial expressions. PLoSOne. 13(8): e0201521. find paper DOI
Vesker, M., Bahn, D., Kauschke, C., Neumann, M., Sweitzer, C., & Schwarzer, G. (2019). Investigating the effects of embodiment on emotional categorization of faces and words in children and adults. Frontiers in Psychology, 10. find paper DOI
Vesker, M., Bahn, D., Kauschke, C., Tschense, M., Degé, F., & Schwarzer, G. (2018). Auditory Emotion Word Primes Influence Emotional Face Categorization in Children and Adults, but Not Vice Versa. Frontiers in psychology, 9. find paper DOI
former project-related publications
Bahn , D., Vesker , M., García Alanis , J.C. , Schwarzer , G., & Kauschke , C. (2017). Age-dependent positivity bias in children’s perception of emotion terms. Frontiers in Psychology, 8:1268. DOI find paper
Groß, C. & Schwarzer, G. (2010). The generalization of facial identity over different viewpoints in seven- and ninemonth- old infants: The role of facial expression. International Journal of Human Development, 34 (5), 417-426.
Hegele, M., & Heuer, H. (2013). Age-related variations of visuomotor adaptation result from both the acquisition and the application of explicit knowledge. Psychology and Aging, 28, 333-339.
Kauschke C., Bahn , D., Vesker , M., & Schwarzer , G. (2017). Die semantische Repräsentation von Emotionsbegriffen bei Kindern im Grundschulalter. Kindheit und Entwicklung DOI find paper
Kauschke, C. (2012). Kindlicher Spracherwerb im Deutschen. Verläufe, Forschungsmethoden, Erklärungsansätze. Berlin: De Gruyter.
Kauschke, C., Lee, H.-W., & Pae, S. (2007). Similarities and variation in noun and verb acquisition – a crosslinguistic study of children learning German, Korean, and Turkish. Language and Cognitive Processes, 22,7. 1-28.
Kauschke, C., Nutsch, C., & Schrauf, J. (2012). Verarbeitung von konkreten und abstrakten Wörtern bei Kindern im Schulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(1). 2-11.
Kauschke, C., van der Beek, B. & Kamp-Becker, I. (2016). Narratives of girls and boys with autism spectrum disorders: Gender differences in narrative competence and Internal State Language. Journal of Autism and Developmental Disorders, 46(3), 840-853. DOI find paper
Klassert, A., Gagarina, N. & Kauschke, C. (2013). Object and action naming in Russian- and German-speaking monolingual and bilingual children. Bilingualism: Language and Cognition. FirstView article DOI: 10.1017/S1366728913000096.
Levy, J. & Kauschke, C (2015). Affective and Internal State Language in High Functioning Autism. In U. M. Lüdtke (ed.) Emotion in Language. Theory-Research-Application. Amsterdam: John Benjamins. 421-444. find paper
Ludwig, D., Schwarzer, G., & Kauschke, C. (2016). Positiv oder Negativ? – Verarbeitung von Emotionsbegriffen und Gesichtsausdrücken bei Kindern mit typischem und auffälligem Spracherwerb. Logos, 24 (1). 15-23. find paper
Papadopoulos, J., Domahs, F., & Kauschke , C. (2017). The Role of Sensory Perception, Emotionality and Lifeworld in Word Processing: Evidence from Congenital Blindness and Synesthesia. Journal of Psycholinguistic Research, 1-27. DOI find paper
Schwarzer, G. (2000). Development of face processing: The effect of face inversion. Child Development, 71, 391- 401.
Schwarzer, G. (2014). How motor and visual experience shape infants' processing of objects and faces. Child Development Perspectives, 8(4), 213-217. find paper
Schwarzer, G. & Jovanovic, B. (2010). The relationship between processing facial identity and emotional expression in 8-month-old infants. Infancy, 15 (1), 1-18.
Schwarzer, G. & Zauner, N. & Jovanovic, B. (2007). Evidence of a shift from featural to configural face processing in infancy. Developmental Science, 10(4), 452-463.
Schwarzer, G., Huber, S. & Duemmler, T. (2005). Gaze behavior in analytical and holistic face processing. Memory & Cognition, 33(2), 344-354.
Spangler, S.M., Schwarzer, G. & Maier-Karius, J. (2010). The relationship of processing facial identity, emotional expression, facial speech, and gaze direction in the course of development. Journal of Experimental Child Psychology, 105, 1-9.
Vesker, M., Ludwig, D., Degé, F., Kauschke, C., & Schwarzer, G. (2017). Perceiving Arousal and Valence in Facial Expressions: Differences Between Children and Adults. European Journal of Developmental Psychology. DOI find paper
Vöhringer, I., Poloczek, S., Graf, F., Lamm, B., Teiser, J., Fassbender, I., Freitag, C., Suhrke, J., Teubert, M., Keller, H., Lohaus, A., Schwarzer , G., & Knopf, M. (2015). Is perceptual priming affected by culture? A study with German middle-class and Cameroonian Nso farmer children. The Journal of Genetic Psychology, 176(3), 156-170. find paper