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Can Children Recognize Pride? Emotion Copyright 2005 by the American Psychological Association 2005, Vol. 5, No. 3, 251–257 1528-3542/05/$12.00 DOI: 10.1037/1528-3542.5.3.251 Can Children Recognize Pride? Jessica L. Tracy, Richard W. Robins, and Kristin H. Lagattuta University of California, Davis Recent research has shown that pride, like the “basic” emotions of anger, disgust, fear, happiness, sadness, and surprise, has a distinct, nonverbal expression that can be recognized by adults (J. L. Tracy & R. W. Robins, 2004b). In 2 experiments, the authors examined whether young children can identify the pride expression and distinguish it from expressions of happiness and surprise. Results suggest that (a) children can recognize pride at above-chance levels by age 4 years; (b) children recognize pride as well as they recognize happiness; (c) pride recognition, like happiness and surprise recognition, improves from age 3 to 7 years; and (d) children’s ability to recognize pride cannot be accounted for by the use of a process of elimination (i.e., an exclusion rule) to identify an unknown entity. These findings have implications for the development of emotion recognition and children’s ability to perceive and commu- nicate pride. Keywords: pride, self-conscious emotion, emotion recognition, child development, nonverbal expression One of the landmark events in emotion research was the dis- At what age should we expect pride recognition to emerge? Two covery that a small set of “basic” emotions, including anger, fear, lines of research guided our expectations. First, several studies happiness, disgust, sadness, and surprise, have universally recog- have explored the development of pride by coding the nonverbal nized nonverbal expressions (Ekman, Sorenson, & Friesen, 1969). behaviors shown by children after an achievement. By 3 years of In a series of experiments, we recently found evidence for an age, children begin to display expressions resembling pride, in- additional recognizable emotion expression: pride. Using both cluding an expanded posture, raised arms, open hands, and upward forced-choice and open-ended response methods, we found that gaze (e.g., Belsky & Domitrovich, 1997; Lewis, Alessandri, & the pride expression can be recognized by adult judges at rates Sullivan, 1992; Stipek, Recchia, & McClintic, 1992). The presence comparable to recognition of the basic emotions and is reliably of these displays makes it likely that 3-year-olds experience pride distinguished from the similar expression of happiness (Tracy & and plausible that they have some conceptual understanding of it. Robins, 2004b). The prototypical pride expression includes a A second line of research has examined children’s ability to small, non-Duchenne smile, head tilted slightly back, a visibly recognize basic emotion expressions, by asking them to match expanded posture, and arms either raised above the head with photographs of expressions with target emotion words (e.g., choos- hands in fists or at sides with hands placed firmly on the hips. ing the sad face when the experimenter says “sad”) or with The present research examines the age at which individuals emotion-eliciting situations (e.g., pairing a happy expression with acquire the ability to recognize the pride expression and distin- guish it from related emotion expressions.1 Previous studies have a birthday party). These studies have shown that children as young shown that 4-year-olds can recognize the basic emotion expres- as 3 years can recognize happiness (Smiley & Huttenlocher, 1989) sions (Camras & Allison, 1985; Felleman, Barden, Carlson, and that by 4 or 5 years of age children accurately identify all six Rosenberg, & Masters, 1983; Izard, 1971), so determining whether basic-emotion expressions (Camras & Allison, 1985; Felleman et 2 pride recognition emerges at the same age would provide insights al., 1983; Izard, 1971). On the basis of these findings, we might about its similarity to the basic emotions. In addition, knowing when children begin to identify pride in others may lead to a better 1 understanding of the role of pride in early social interactions, peer Throughout this article, we use the term recognize to refer to an individual’s ability to verbally apply a single-word emotion term (e.g., relations, social comparison processes, and achievement-oriented “pride”) to a particular expression. Other forms of recognition, such as the and status-related behaviors. application of contextual stories to expressions, may indicate the presence of different underlying cognitive processes. However, given that ours is the first exploration of pride recognition in children, we ask the most basic- level question in the study of recognition, that is, Do children label photos Jessica L. Tracy, Richard W. Robins, and Kristin H. Lagattuta, Depart- of the pride expression with the word ‘pride’? ment of Psychology, University of California, Davis. 2 In addition to studies that examine emotion recognition in terms of This research was supported by National Institute on Aging Grant verbal labeling, there is also a literature showing that infants as young as AG022057. Jessica L. Tracy was supported by a predoctoral fellowship 5 to 7 months of age look significantly longer at displays where the from National Institute of Mental Health Grant T32 MH2006. We thank prosody of a voice matches the emotional expression of the face (e.g., a Ross Thompson for helpful comments on this article. happy-sounding voice with a happy face; see Walker-Andrews & Dickson, Correspondence concerning this article should be addressed to Jessica L. 1997). However, such studies are not directly relevant to the question of Tracy, Department of Psychology, University of California, Davis, CA whether children can verbally recognize emotion expressions, which is the 95616-8686. E-mail: [email protected] focus of the present research. 251 252 TRACY, ROBINS, AND LAGATTUTA expect children to have some understanding of pride and to be able across childhood (e.g., Felleman et al., 1983; Harrigan, 1984; to identify its expression beginning around age 3 to 5 years. Izard, 1971; Odom & Lemond, 1972). There are, however, several reasons why pride may not be recognized as early as the basic emotions. First, it has a more Experiment 1 complicated expression that, unlike basic emotion expressions, requires nonfacial components (Tracy & Robins, 2004b). Second, Method children do not display pride after success until around age 2 to 3 Participants. Fifty children (47% girls) between age 3 and 7 years years, whereas they display most of the basic emotions within the participated in the experiment, including nine 3-year-olds (age range ϭ 3 first 6 months of life (Lewis, 2000; Reissland & Harris, 1991; years to 3 years, 11 months; M ϭ 3 years, 6 months), ten 4-year-olds Stipek et al., 1992). Third, pride, and other self-conscious emo- (range ϭ 4 years, 4 months to 4 years, 11 months; M ϭ 4 years, 8 months), tions, are considered to be more cognitively complex than the basic fifteen 5-year-olds (range ϭ 5 years to 5 years, 10 months; M ϭ 5 years, emotions because they may require the capacity to form stable 4 months), eight 6-year-olds (range ϭ 6 years, 2 months to 6 years, 10 ϭ ϭ self-representations, to reflect on one’s self-representations (i.e., months; M 6 years, 6 months), and eight 7-year-olds (range 7 years, M ϭ self-awareness), to evaluate the self in comparison with social 1 month to 8 years; 7 years, 4 months). Children were recruited from several schools serving ethnically diverse populations of largely middle- standards, and to make attributions about whether the self is class families. responsible for the outcome (Campos, Barrett, Lamb, Goldsmith, Procedure. We followed the standard procedures for assessing emo- & Stenberg, 1983; Graham & Weiner, 1986; Keltner & Buswell, tion recognition in children (e.g., Camras & Allison, 1985; Dashiell, 1927; 1997; Lewis, 2000; Tracy & Robins, 2004a). One of the primary Harrigan, 1984; Izard, 1971). Participants viewed 12 triptychs: 8 ϫ 11 in. markers of self-awareness—mirror self-recognition—is not evi- (20.3 ϫ 27.9 cm) laminated sheets featuring three 2.5 ϫ 3 in. (6.4 ϫ 7.6 dent until at least 18 months of life (Lewis & Brooks-Gunn, 1979), cm) photographs of the same target, shown from the waist up, displaying and more complex forms of self-understanding and self-attribution three different emotion expressions—pride, happiness, and surprise. One only appear around 2.5 to 3 years of age (Mascolo & Fischer, male and one female target posed all expressions, and all stimuli were taken from the set of emotion expressions developed by Tracy and Robins 1995; Stipek et al., 1992).3 Finally, linguistic analyses show that (2004b). Figure 1 shows the two versions of the pride expression used in the age of acquisition for words such as pride is later than for Experiment 1. Both versions are equally well identified by adult judges basic-emotion words, and children begin to talk about pride later (see Tracy & Robins, 2004b). For the first version, targets posed with an than they talk about emotions such as happiness and sadness expanded posture (expanded chest, shoulders pulled back), head tilted (Bretherton & Beeghly, 1982). Given these differences, it is not slightly back (about 15 degrees), small smile with closed mouth, and arms clear whether pride recognition would emerge as early as basic- raised above the head with fists. The second version of the pride expression emotion recognition. was identical except that arms were at the target’s sides, with hands placed The present research aims to (a) determine the age at which on the hips. Figure 1 also shows examples of the happiness and surprise expressions used in the experiment, which were verified with Ekman and children first recognize the pride expression; (b) chart age differ- Friesen’s (1978) Facial Affect Coding System (FACS).
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