바로가기메뉴

본문 바로가기 주메뉴 바로가기

ACOMS+ 및 학술지 리포지터리 설명회

  • 한국과학기술정보연구원(KISTI) 서울분원 대회의실(별관 3층)
  • 2024년 07월 03일(수) 13:30
 

logo

아동, 청소년의 복합정서 인식 능력 평가를 위한 연세-캠브리지 감정읽기 배터리-아동용/청소년용의 개발 및 타당화

Development and Validation Study for Yonsei-Cambridge Mindreading Face Battery for Children/Adolescent (YCAM-C/A)

한국심리학회지: 일반 / Korean Journal of Psychology: General, (P)1229-067X; (E)2734-1127
2020, v.39 no.2, pp.249-282
https://doi.org/10.22257/kjp.2020.6.39.2.249
정경미 (연세대학교)
김희원 (연세대학교)
  • 다운로드 수
  • 조회수

초록

본 연구에서는 아동과 청소년의 복합정서 인식 능력을 평가하기 위한 연세-캠브리지 감정읽기 배터리-아동용(Yonsei-Cambridge Mindreading Face Battery for Children: YCAM-C)과 연세-캠브리지 감정읽기 배터리 청소년용(Yonsei-Cambridge Mindreading Face Battery for Adolescent: YCAM-A)을 개발하고 타당화 작업을 진행하였다. 먼저, YCAM-C와 YCAM-A의 예비문항을 제작하기 위하여 캠브리지 감정읽기 배터리 성인판(Cambridge Mindreading Face Battery: CAM)과 아동판(Cambridge Mindreading Face Battery for Children: CAM-C)을 기준으로 정서를 선정하였으며, 각 정서의 보편성과 표현가능성에 대한 남녀 대학생 112명의 평정 결과를 바탕으로 정서목록을 선정하였다. 다음으로, 56명의 성인 남녀 모델이 정서를 표현하는 과정을 촬영하였으며 문항으로 사용할 영상 자극의 구간을 선정하여, 113개의 문항을 개발하였다. 마지막으로 YCAM-C의 경우, 아동기의 인지적 특징, 연세-캠브리지 감정읽기 배터리 성인판 연구에서 보고된 문항의 난이도를 바탕으로 66개의 예비문항을 확정하였으며, YCAM-A의 경우 연세-캠브리지 감정읽기 배터리 성인판과 동일한 113개의 예비문항을 확정하였다. 연구 1에서는 466명의 초등학생을 모집하여 YCAM-C를 실시하였으며, 아동 사회기술 평가 척도, 집행기능 곤란 질문지 혹은 따돌림 행동 척도 중 1개를 추가적으로 실시하였다. 다음으로, 연구 2에서는 356명의 중고등학생을 모집하여 YCAM-A, 한국판 사회적 기술 평정 척도-중고생용, 집행기능 곤란 질문지와 따돌림 행동 척도를 실시하였다. 연구 1 분석 결과, 총 18개의 복합정서와 각 정서별로 문항 양호도가 높은 3개의 문항을 포함한 총 54개의 문항이 최종문항으로 선정되었다. 또한, 내적 일치도 계수, 검사-재검사 신뢰도를 산출하여 YCAM-C의 신뢰도를 확인하였으며, 타 심리적 구인과 비교분석을 통해 공인타당도와 변별타당도를 입증하였다. 다음으로 연구 2에 대한 분석 결과, 최종문항으로 총 18개의 복합정서와 각 정서별로 문항 양호도가 높은 3개의 문항을 포함한 총 54개의 문항이 선정되었다. 수집된 자료를 바탕으로 내적 일치도 계수, 검사-재검사 신뢰도를 산출하여 YCAM-A의 신뢰도를 확인하였고, 사회적 기술, 집행기능, 따돌림 수준과의 비교분석을 통해 공인타당도와 변별타당도를 확인하였다. 이와 같은 결과를 바탕으로, 본 연구의 함의와 한계점에 대하여 논의하였다.

keywords
정서인식 능력, 복합정서, 아동 청소년, 도구 개발, 타당화, Emotion recognition ability, Complex emotion, Child Adolescent, Test development, Validation

Abstract

In this study, Yonsei-Cambridge Mindreading Face Battery for Children (YCAM-C) and Yonsei-Cambridge Mindreading Face Battery for Adolescent (YCAM-A) were developed and rationalized in order to evaluate the complex emotion recognition ability of children and adolescents. For the manufacture of items, a list of emotions were selected based on the Cambridge Mindreading Face Battery (CAM) and Cambridge Mindreading Face Battery for Children (CAM-C) and evaluated by 112 undergraduate students following the criteria of universality and possibility of expression. Then, 56 models expressing the emotions were filmed and 113 items were developed through selecting 5 seconds sections. Lastly, preliminary items for YCAM-C were confirmed based on the cognitive characteristics of childhood and item-difficulty. Lastly, preliminary items for YCAM-C were confirmed based on the cognitive characteristics of childhood and item-difficulty. For YCAM-A, all 113 items were confirmed, the same as for Yonsei-Cambridge Mindreading Face Battery for Adult. In study 1, 466 elementary school students were recruited. All students conducted YCAM-C and one of additional questionnaires; Matson Evaluation of Social Skills with Youngsters, Executive Function Difficulty Questionnaire, and Bullying-Behavior Scale/Peer-Victimization Scale. In study 2, preliminary items for YCAM-A were confirmed based on the same procedure used in study 1. 356 middle and high school students were recruited. All students conducted YCAM-A, Korean version of Social skill Rating System-Secondary Level, Executive Function Difficulty Questionnaire, and Bullying-Behavior Scale/Peer-Victimization Scale. As a result of study 1, 18 emotions and a total of 54 items(3 items each for an emotion) were finally included. Reliability of YCAM-C was verified by calculating internal consistency and test-retest reliability, concurrent validity and discriminant validity were also verified through comparative analysis with other psychological factors. As a result of study 2, 18 emotions and a total of 54 items(3 items each for an emotion) were finally included. Based on the collected data, the reliability of YCAM-A was verified by calculating internal consistency and test-retest reliability, concurrent validity and discriminant validity were also verified by comparison analysis with social skills, executive function and level of bullying. The implications and limitations of the study were further discussed.

keywords
정서인식 능력, 복합정서, 아동 청소년, 도구 개발, 타당화, Emotion recognition ability, Complex emotion, Child Adolescent, Test development, Validation

참고문헌

1.

Abidin, R. R. (2012). Parenting Stress Index-Fourth Edition (PSI-4). Lutz, FL: Psychological Assessment Resources.

2.

Alba-Ferrara, L., Hausmann, M., Mitchell, R. L., & Weis, S. (2011). The neural correlates of emotional prosody comprehension:disentangling simple from complex emotion. PLOS ONE, 6(12), e28701.

3.

Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 yearolds. British Journal of Educational Psychology, 66(4), 447-456.

4.

Baek, J. K.,Kim, D. H & Chun, H. J. (2014). Developmental of Scale of Recognition Ability of Emotional Facial Expression for Individuals with Intellectual Disability. Journal of Rehabilitation Research, 18(1), 263-285.

5.

Bänziger, T., Mortillaro, M.,Scherer, K. R. (2012). Introducing the Geneva Multimodal expression corpus for experimental research on emotion perception. Emotion, 12(5), 1161-1179.

6.

Barnard-Brak, L., Abby, L., Richman, D. M., &Chesnut, S. (2017). Facial emotion recognition among typically developing young children: A psychometric validation of a subset of NimStim stimuli. Psychiatry Research, 249, 109-114.

7.

Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., &Plumb, I. (2001). The “Reading the Mind in the Eyes” Test revised version: a study with normal adults, and adults with Asperger syndrome or high-functioning autism. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(2), 241-251.

8.

Baron-Cohen, S., Wheelwright, S., Spong, A., Scahill, V.,Lawson, J. (2001). Are intuitive physics and intuitive psychology independent? A test with children with Asperger Syndrome. Journal of Developmental and Learning Disorders, 5(1), 47-78.

9.

Battaglia, M., Ogliari, A., Zanoni, A., Villa, F., Citterio, A., Binaghi, F., & Maffei, C. (2004). Children’s discrimination of expressions of emotions: Relationship with indices of social anxiety and shyness. Journal of the American Academy of Child &Adolescent Psychiatry, 43(3), 358-365.

10.

Beesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: developmental issues and implications for DSM-V. Psychiatric Clinics, 32(3), 483-524.

11.

Berti, A. E., Garattoni, C., & Venturini, B. (2000). The Understanding of Sadness, Guilt, and Shame in 5-, 7-, and 9-Year-Old Children. Genetic, Social, and General Psychology Monographs, 126(3), 293-318.

12.

Blakemore, S., & Choudhury, S. (2006). Development of the adolescent brain:implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3-4), 296-312.

13.

Bora, E., Vahip, S., Gonul, A. S., Akdeniz, F., Alkan, M., Ogut, M., & Eryavuz, A. (2005). Evidence for theory of mind deficits in euthymic patients with bipolar disorder. Acta Psychiatrica Scandinavica, 112(2), 110-116.

14.

Bonner, M. J., Hardy, K. K., Willard, V. W., Anthony, K. K., Hood, M.,Gururangan, S. (2008). Social functioning and facial expression recognition in survivors of pediatric brain tumors. Journal of Pediatric Psychology, 33(10), 1142-1152.

15.

Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-cultural Psychology, 1(3), 185-216.

16.

Bush, C. A., Mullis, R. L., & Mullis, A. K. (2000). Differences in empathy between offender and nonoffender youth. Journal of Youth and Adolescence, 29(4), 467-478.

17.

Callaghan, S., & Joseph, S. (1995). Self-concept and peer victimization among schoolchildren. Personality and Individual Differences, 18(1), 161-163.

18.

Castelli, F., Frith, C., Happé, F., & Frith, U. (2002). Autism, Asperger syndrome and brain mechanisms for the attribution of mental states to animated shapes. Brain, 125(8), 1839-1849.

19.

Chang, S. H., Lee, W. J., Lee, K. S., Lee, B. Y., & Koh, K. S. (1998). Analysis on the First Fundamental Medical Sciences Examination at Kon-Kuk University College of Medicine. Korean Journal of Medical Education, 10(1), 57-63.

20.

Choi, H. S. (2014). The Relation of Peer Relationship and Empathy by Multiracial-Face Emotion Recognition of Elementary Students (Masters dissertation). Chungbuk National University, Chungbuk, Korea

21.

Choi, H. Y. & Choi, J. A. (2016). The strucutre and measurement of Koreans emoton. The Korean Journal of Social and Personality Psychology, 30(2), 89-114.

22.

Chung, K. M. & Chung, E. S. (under review). Development and Validation of Yonsei-Cambridge Mindreading Face Battery to Assess Complex Emotion Recognition.

23.

Chung, K. M, Kim, S., Jung, W., & Kim, Y. (2019). Development and Validation of the Yonsei Face Database (YFace DB). Frontiers in Psychology, 10, 2626.

24.

Chung, K. M., Lee, C., & Lee, S. (2019). Standardization Study for the Korean Version of Stress Index for Parents of Adolescents(K-SIPA). Korean Journal of Psychology: General, 38(3), 419-441.

25.

Collin, L., Bindra, J., Raju, M., Gillberg, C., & Minnis, H. (2013). Facial emotion recognition in child psychiatry: a systematic review. Research in Developmental Disabilities, 34(5), 1505-1520.

26.

David, D. P., Soeiro-de-Souza, M. G., Moreno, R. A., & Bio, D. S. (2014). Facial emotion recognition and its correlation with executive functions in bipolar I patients and healthy controls. Journal of Affective Disorders, 152, 288-294.

27.

Dyck, M. J., Ferguson, K., & Shochet, I. M. (2001). Do autism spectrum disorders differ from each other and from non-spectrum disorders on emotion recognition tests?. European Child &Adolescent Psychiatry, 10(2), 105-116.

28.

Ekman, P. (1982). Methods for measuring facial action. In K. Scherer & P. Ekman(Eds.), Handbook of methods in nonverbal behavior research. Cambridge University Press.

29.

Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion, 6(3-4), 169-200.

30.

Eussen, M. L. J. M., Louwerse, A., Herba, C. M., Van Gool, A. R., Verheij, F., Verhulst, F. C., & Greaves& Lord, K. (2015). Childhood facial recognition predicts adolescent symptom severity in autism spectrum disorder. Autism Research, 8(3), 261-271.

31.

Fairchild, G., Van Goozen, S. H. M., Calder, A. J., & Goodyer, I. M. (2013). Research review: evaluating and reformulating the developmental taxonomic theory of antisocial behaviour. Journal of Child Psychology and Psychiatry, 54(9), 924-940.

32.

Fairchild, G., Van Goozen, S. H. M., Calder, A. J., Stollery, S. J., & Goodyer, I. M. (2009). Deficits in facial expression recognition in male adolescents with early‐onset or adolescence‐onset conduct disorder. Journal of Child Psychology and Psychiatry, 50(5), 627-636.

33.

Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal,S., Pigat, D., Bölte, S.,… Golan, O. (2016). Basic and complex emotion recognition in children with autism: cross-cultural findings. Molecular Autism, 7(1), 52.

34.

Gao, X., Maurer, D. (2009). Influence of intensity on children’s sensitivity to happy, sad, and fearful facial expressions. Journal of Experimental Child Psychology, 102(4), 503-521.

35.

Ghim, H. R., Son, J. W., Eom, J. S., Jung, M.S., Park, M., Park, Y. O., … & Moon, E.(2012). Children’s Facial Mimicry to Dynamic Emotional Facial Expressions and Their Emotional Empathy. The Korean Journal of Cognitive and Biological Psychology, 24(4), 433-452.

36.

Golan, O., Baron-Cohen, S., & Golan, Y. (2008). The ‘reading the mind in films’ task [child version]: Complex emotion and mental state recognition in children with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 38(8), 1534-1541.

37.

Golan, O., Baron-Cohen, S., & Hill, J. (2006). The Cambridge mindreading (CAM) face-voice battery: Testing complex emotion recognition in adults with and without Aspergersyndrome. Journal of Autism and Developmental Disorders, 36(2), 169-183.

38.

Golan, O., Baron-Cohen, S., Hill, J. J., & Golan, Y. (2006). The “reading the mind in films”task: complex emotion recognition in adults with and without autism spectrum conditions. Social Neuroscience, 1(2), 111-123.

39.

Golan, O., Sinai-Gavrilov, Y., & Baron-Cohen, S. (2015). The Cambridge Mindreading Face-Voice Battery for Children (CAM-C):complex emotion recognition in children with and without autism spectrum conditions. Molecular Autism, 6(1), 22.

40.

Granello, P. F., & Hanna, F. J. (2003). Incarcerated and Court‐Involved Adolescents:Counseling an At& Risk Population. Journal of Counseling &Development, 81(1), 11-18.

41.

Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system (SSRS). American Guidance Service.

42.

Griffiths, P. E. (2008). What emotions really are: The problem of psychological categories. University of Chicago Press.

43.

Harrigan, J. A. (1984). The effects of task order on children's identification of facial expressions. Motivation and Emotion, 8(2), 157-169.

44.

Harris, P. L., Olthof, T., Terwogt, M. M., & Hardman, C. E. (1987). Children's knowledge of the situations that provoke emotion. International Journal of Behavioral Development, 10(3), 319-343.

45.

Herba, C. M., Landau, S., Russell, T., Ecker, C., & Phillips, M. L. (2006). The development of emotion& processing in children: Effects of age, emotion, and intensity. Journal of Child Psychology and Psychiatry, 47(11), 1098-1106.

46.

Hoertnagl, C. M., Muehlbacher, M., Biedermann, F., Yalcin, N., Baumgartner, S., Schwitzer, G., ... &Hofer, A. (2011). Facial emotion recognition and its relationship to subjective and functional outcomes in remitted patients with bipolar I disorder. Bipolar Disorders, 13(5-6), 537-544.

47.

Izard, C. E., & Malatesta, C. Z. (1987). Perspectives on emotional development I:Differential emotions theory of early emotional development. In J. D. Osofsky (Ed.), Wiley series on personality processes. Handbook of infant development (p. 494-554). John Wiley & Sons.

48.

Jarros, R. B., Salum, G. A., da Silva, C. T. B., Toazza, R., de Abreu Costa, M., de Salles, J. F., & Manfro, G. G. (2012). Anxiety disorders in adolescence are associated with impaired facial expression recognition to negative valence. Journal of Psychiatric Research, 46(2), 147-151.

49.

Kim, H. S. (2009). Analysis on Elementary School Textbooks. National Institute of Korean Language.

50.

Kim, S. (2004). A Study on the relationship of parental attitudes on raising children, damages by child abuse, and bullying (Masters dissertation). Ewha Womans University, Seoul, Korea.

51.

Kim, Y. A., Lee, J., Kim, Y. J., Kim, M. Y., & Oh, K. J. (2011). Standardization Study for the Korean Version of the Caregiver-Teacher Report Form. The Korean Journal of Developmental Psychology, 24(2), 65-86.

52.

Kitayama, S., Markus, H. R., & Kurokawa, M. (2000). Culture, Emotion, and Well-being: Good feelings in Japan and the United States. Cognition & Emotion, 14(1), 93-124.

53.

Kitayama, S., Mesquita, B., & Karasawa, M. (2006). Cultural Affordances and Emotional Experience: Socially Engaging and Disengaging Emotions in Japan and the United States. Journal of Personality and Social Psychology, 91(5), 890-903.

54.

Kohler, C. G., Bilker, W., Hagendoorn, M., Gur, R. E., & Gur, R. C. (2000). Emotion recognition deficit in schizophrenia: association with symptomatology and cognition. Biological Psychiatry, 48(2), 127-136.

55.

Koo, J., Ghim, H. R., Chung, M. S., Kim, K., Yang, H., Cho, K. J., & Han, M. (2008). Differences of Mind-reading Ability between Juvenile Offenders and Normal Adolescents. The Korean Journal of Social and Personality Psychology, 22(4), 43-57.

56.

Krumhuber, E. G., Skora, L., Küster, D., & Fou, L. (2017). A review of dynamic datasets for facial expression research. Emotion Review, 9(3), 280-292.

57.

Lawrence, K., Campbell, R., & Skuse, D. (2015). Age, gender, and puberty influence the development of facial emotion recognition. Frontiers in Psychology, 6, 761.

58.

Lee, S. J. (2001). Development of An Emotional Awareness Test Consisting of Problem Solving Tasks. The Korean Journal of Social and Personality Psychology, 15(3), 65-86.

59.

Lee, S. J., Koh, S. Y., & Lee, C. G. (2004). The Dysfunction of Emotional Recognition among the High Risk Juvenile Offenders. The Korean Journal of Social and Personality Psychology, 18(3), 1-13.

60.

Lee, C. J. & Kwak, K. (2000). Self-concept &social support according to bullying types. The Korean Journal of Developmental Psychology, 13(1). 65-80.

61.

Lim, Y. K. & Oh, K. J. (2010). Comparative Study of Delinquent and Non-Delinquent Adolescents with Respect to Thresholds for The Recognition of Facial Expressions. The Korean Journal of Clinical Psychology, 29(4), 1029-1046.

62.

Leppänen, J. M., & Hietanen, J. K. (2001). Emotion recognition and social adjustment in school-aged girls and boys. Scandinavian Journal of Psychology, 42(5), 429-435.

63.

Limbrecht-Ecklundt, K., Scheck, A., Jerg-Bretzke, L., Walter, S., Hoffmann, H., & Traue, H. C. (2013). The effect of forced choice on facial emotion recognition: a comparison to open verbal classification of emotion labels. GMS Psycho-Social-Medicine, 10, Doc04.

64.

Markham, R., & Adams, K. (1992). The effect of type of task on children’s identification of facial expressions. Journal of Nonverbal Behavior, 16(1), 21-39.

65.

Marsh, A. A., & Blair, R. J. R. (2008). Deficits in facial affect recognition among antisocial populations: a meta-analysis. Neuroscience &Biobehavioral Reviews, 32(3), 454-465.

66.

Matson, J. L., Rotatori, A. F., & Helsel, W. J. (1983). Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behaviour Research and Therapy, 21(4), 335-340.

67.

McGivern, R. F., Andersen, J., Byrd, D., Mutter, K. L., & Reilly, J. (2002). Cognitive efficiency on a match to sample task decreases at the onset of puberty in children. Brain and Cognition, 50(1), 73-89.

68.

McKee, S. P., Klein, S. A., & Teller, D. Y. (1985). Statistical properties of forced-choice psychometric functions: Implications of probit analysis. Perception & Psychophysics, 37(4), 286-298.

69.

Montirosso, R., Peverelli, M., Frigerio, E., Crespi, M., & Borgatti, R. (2010). The Development of Dynamic Facial Expression Recognition at Different Intensities in 4- to 18-Year-Olds. Social Development, 19(1), 71-92.

70.

Moon, S. W. (2003). The Validity and the Utility of the Korean Version of Social Skill Rating System-Secondary Level, Student Form(K-SSRS:Secondary Level, Student Form I). The Korean Journal of Counseling and Psychotherapy, 15(2), 235-258.

71.

Neary, A., & Joseph, S. (1994). Peer victimization and its relationship to self-concept and depression among schoolgirls. Personality and Individual Differences, 16(1), 183-186.

72.

Oh, K. J. & Pai, D. (2002). Recognition of Emotional Expression and Psychosocial Adjustment of Children and Adolescents. The Korean Journal of Clinical Psychology, 21(3), 515-532.

73.

O’Reilly, H., Pigat, D., Fridenson, S., Berggren,S., Tal, S., Golan, O.,… Lundqvist, D. (2016). The EU-emotion stimulus set: avalidation study. Behavior Research Methods, 48(2), 567-576.

74.

Oldershaw, A., Hambrook, D., Stahl, D., Tchanturia, K., Treasure, J., & Schmidt, U. (2011). The socio-emotional processing stream in anorexia nervosa. Neuroscience & Biobehavioral Reviews, 35(3), 970-988.

75.

Pai, D., Cho, A., & Lee, J. (2004). Nonverbal emotional recognition of face and voice in children with ADHD and depression. The Korean Journal of Clinical Psychology, 23(3), 741-754.

76.

Peltola, M. J., Leppänen, J. M., Palokangas, T., & Hietanen, J. K. (2008). Fearful faces modulate looking duration and attention disengagementin 7‐month‐old infants. Developmental Science,11(1), 60-68

77.

Philippot, P., & Feldman, R. S. (1990). Age and social competence in preschoolers’ decoding of facial expression. British Journal of Social Psychology, 29(1), 43-54.

78.

Pozzoli, T., Gini, G., & Altoè, G. (2017). Associations between facial emotion recognition and young adolescents’ behaviors in bullying. PLOS ONE, 12(11), e0188062

79.

Rhee, J. W., Song, H. J., Na, E. K., & Kim, H. S. (2008). Classification of Emotion Terms in Korean. Korean Journal of Journalism & Communication Studies, 52(1), 85-116.

80.

Rodger, H., Vizioli, L., Ouyang, X., & Caldara, R. (2015). Mapping the development of facial expression recognition. Developmental Science, 18(6), 926-939.

81.

Russell, J. A. (1993). Forced-choice response format in the study of facial expression. Motivation and Emotion, 17(1), 41-51.

82.

Rutter, L. A., Dodell-Feder, D., Vahia, I. V., Forester, B. P., Ressler, K. J., Wilmer, J. B., & Germine, L. T. (2019). Emotion sensitivity across the lifespan: Mapping clinical risk periods to sensitivity to facial emotion intensity. Journal of Experimental Psychology, General, 148(110), 1993-2005.

83.

Salovey, P., Brackett, M. A. & Mayer, J. D. (2004). Emotional Intelligence: Key Readings on the Mayer and Salovey Model. NY: National Professional Resources.

84.

Scherer, K. R., & Scherer, U. (2011). Assessing the ability to recognize facial and vocal expressions of emotion: Construction and validation of the Emotion Recognition Index. Journal of Nonverbal Behavior, 35(4), 305-326.

85.

Schlegel, K., Grandjean, D., & Scherer, K. R. (2014). Introducing the Geneva emotion recognition test: an example of Rasch-based test development. Psychological Assessment, 26(2), 666-672.

86.

Seok, Y. J. & Yang, J. W. (2018). Facial Emotion Recognition, Facial Emotion Expressions and Peer Relationships in Children. Journal of Social Science, 29(2), 45-59.

87.

Serrano, J. M., Iglesias, J., & Loeches, A. (1992). Visual discrimination and recognition of facial expressions of anger, fear, and surprise in 4-to 6-month-old infants. Developmental Psychobiology, 25(6), 411-425.

88.

Simonian, S. J., Beidel, D. C., Turner, S. M., Berkes, J. L., & Long, J. H. (2001). Recognition of facial affect by children and adolescents diagnosed with social phobia. Child Psychiatry and Human Development, 32(2), 137-145.

89.

Song, H. (2014). Validity of Child-Adolescent Self-reported Executive Function Difficulty Screening Questionnaire. The Korean Journal of Clinical Psychology, 33(1), 121-137.

90.

Sprengelmeyer, R., Rausch, M., Eysel, U. T., & Przuntek, H. (1998). Neural structures associated with recognition of facial expressions of basic emotions. Proceedings of the Royal Society of London. Series B: Biological Sciences, 265(1409), 1927-1931.

91.

Theurel, A., Witt, A., Malsert, J., Lejeune, F., Fiorentini, C., Barisnikov, K., & Gentaz, E. (2016). The integration of visual context information in facial emotion recognition in 5-to 15-year-olds. Journal of Experimental Child Psychology, 150, 252-271.

92.

Tonks, J., Williams, W. H., Frampton, I., Yates, P., & Slater, A. (2007). Assessing emotion recognition in 9-15-years olds: Preliminary analysis of abilities in reading emotion from faces, voices and eyes. Brain Injury, 21(6), 623-629.

93.

Tottenham, N., Tanaka, J. W., Leon, A. C., McCarry, T., Nurse, M., Hare, T. A., & Nelson, C. (2009). The NimStim set of facial expressions: judgments from untrained research participants. Psychiatry Research, 168(3), 242-249.

94.

Tremblay, C., Kirouac, G., & Dore, F. Y. (1987). The recognition of adults’ and children’s facial expressions of emotions. The Journal of Psychology, 121(4), 341-350.

95.

Vetter, N. C., Altgassen, M., Phillips, L., Mahy, C. E. V, & Kliegel, M. (2013). Development of affective theory of mind across adolescence: disentangling the role of executive functions. Developmental Neuropsychology, 38(2), 114-125.

96.

Vicari, S., Reilly, J. S., Pasqualetti, P., Vizzotto, A., & Caltagirone, C. (2000). Recognition of facial expressions of emotions in school age children: the intersection of perceptual and semantic categories. Acta Paediatrica, 89(7), 836-845.

97.

Wagner, H. L. (1997). Methods for the study of facial behavior. In J. A. Russell & J. M. Fernandez-Dols (Eds.), The psychology of facial expression (pp. 31-54). Cambridge, UK:Cambridge University Press.

98.

Walden, T. A., & Field, T. M. (1982). Discrimination of facial expressions by preschool children. Child Development, 1312-1319.

99.

Wallbott, H. G., & Scherer, K. R. (1986). How universal and specific is emotional experience? Evidence from 27 countries on five continents. Information (International Social Science Council), 25(4), 763-795.

100.

Waller, R., McCabe, H. K., Dotterer, H. L., Neumann, C. S., & Hyde, L. W. (2018). Unique and interactive associations between maltreatment and complex emotion recognition deficits and psychopathic traits in an undergraduate sample. Journal of Personality Disorders, 32(4), 543-561.

101.

Woods, S., Wolke, D., Nowicki, S., & Hall, L. (2009). Emotion recognition abilities and empathy of victims of bullying. Child Abuse &Neglect, 33(5), 307-311.

102.

Yang, Y. R. & Oh, K. J. (2005). Development of Peer Relational Skills Scale for 4th-9th grades. The Korean Journal of Clinical Psychology, 24(4), 961-971.

103.

Yang, J. W., Park, N., & Chung, K. M. (2011). Facial Expression Recognition in Adolescents:Association with Psychosocial Adjustment and Peer Relationships. The Korean Journal of Clinical Psychology, 30(2), 475-495.

104.

Yi, S. M., Cho, K. J., & Ghim, H. R. (2012). Developmental Changes in Reading Emotional States Through Facial Expression. The Korean Journal of Developmental Psychology, 25(3). 55-72.

105.

Zuckerbrot, R. A., & Jensen, P. S. (2006). Improving recognition of adolescent depression in primary care. Archives of Pediatrics &Adolescent Medicine, 160(7), 694-704.

한국심리학회지: 일반