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Filmed as received* Xerox University Microfilms 300 North Zaob Rood Ann Arbor, Michigan 46106 I I 75 - 11,401 MOYER, Dale Michael, 1945- THE DEVELOPMENT OF CHILDREN'S ABILITY TO RECOGNIZE AND EXPRESS FACIALLY POSED EMOTION. The Ohio State University, Ph.D., 1974 Psychology, general Xerox University Microfilmst Ann Arbor, Michigan 48106 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE DEVELOPMENT OF CHILDREN'S ABILITY TO RECOGNIZE AND EXPRESS FACIALLY POSED EMOTION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University Dale Michael Moyer, B. A., A. M -it * # * * The Ohio State University 197U Reading Committee: Approved By George G. Thompson, Ph.D. Herbert E. Rie, Ph.D. Malcolm M. Helper, Ph.D. A dvisor IS Department of Psychology A mother's report* I accidentally came across ray (five^ear^Jld) boy sitting In a chair and practicing smiling. He always had a special smile, like a little elf, but he never knew how cute he was before this. It made me sad to see him. It was like the end of innocence. —from Charles Wenar's ' Personality Development" i i ACKNOWLEDGE?®* T I want to express my gratitude and deep appreciation to all the people who have been especially helpful to me at the various crossroads of the dissertation. The guidance, support, and constructive criticism of Dr. Malcolm M. Helper has been critical for my professional develop­ ment and the successful completion of this research project. The sug­ gestions and advise offered by Dr. Herbert E. Hie and Dr. George G, Thompson throughout the process of the investigation was particularly edifying. I am indebted to Dr. Paul Ekman and Dr. Wallace Friesen for graciously providing certain stimulus material from their own research, which were essential for the accomplishment of the dissertation. A very special thanks is due to Mary Ash whose enthusiasm, conscientious­ ness, and assistance throughout the data collection period helped to make all of this possible. The cooperation and patience of the child­ ren, teachers, and administrative personnel of Livingston Ave. Elemen­ tary School were absolutely marvelous. A personal note of appreciation is reserved for Linda Rapp and the ten male high school teachers who served as judges for scoring the data. I'm extremely grateful to Dr. Paul Isaac, Jesse Bennett, and David Kriska for providing important guidance in the statistical analysis and computer programing of the re­ sults. Finally, ny greatest gratitude rests with my family* tomy w ife , Kathy, for without her love this effort would have been an empty exer­ cise; and to ny son, Dale, whose enchantment and puzzlement with his mirror image initiated my interest in facial expressions of affect. VITA December 30, "iSkS * . * Born - Williamsport, Pennsylvania 1967 B.A., Northern Illinois University, DeKalb, I l l i n o i s 1967 ...........................................Statistician, H. Douglas Singer Zone Center, Rockford, Illinois 1967-1968 ........................ Fourth Grade Teacher, Kimberly Heights School, Oak Forest, Illinois 1966-1969 .................................. Psychology Specialist, ARMf, Denver, Color­ ado 1969 ........................................... Eighth Grade Science Teacher and School Counselor, St. Mary's School, Woodstock, I l l i n o i s 1969-1970 ................................. Social Worker I, Illinois Department of Children and Family Services, Rockford, I l l i n o i s 1970-1971 ,...•••• Graduate Research A ssistant, Columbus Child­ ren's Hospital, The Ohio State University, Columbus, Ohio 1971-1972 ............................ Social Worker III, Training Institution Cen­ tral Ohio, State of Ohio, Columbus, Ohio 1972 .......... A.M., The Ohio State University, Columbus, Ohio 1972-197U •«....•• Graduate Research Associate, Columbus Child­ ren's Hospital, The Ohio State University, Columbus, Ohio 197h ................... .... Psychology Trainee, Diocesan Child Guidance Center, Columbus, Ohio 197U-1975 .................................. Psychology Internship, Judge Baker Guidance Center, Boston, Massachusetts iv PUBLICATIONS Bersoff, D. N. and Moyer, D. Positive Reinforcement Observation Schedule (PROS) * Development and Applications to Educational Settings, Paper read to Division 16, American Psychological Association Annual Convention, Montreal, 1973. FIELDS OF STUIIT Major Field* Developmental Psychology Area of Specialization* Studies in Clinical-Child Psychology, Dr. Malcolm M. Helper, Dr. Herbert E, Rie, Dr. C h a rle s Wenar TABLE OF CONTENTS Page ACKNOWLEDGMENTS.....................................................................................i i i VITA ............................................................................................................ iv LIST OF TABLES.....................................................................................v i i LIST OF GRAPHS.......................................................................................... v j.ii INTRODUCTICll..........................................................................................ix C hapter I . REVIEW OF THE LITERATURE..........................................1 I I . EXPERIMENTAL LESIG N .................................................. 83 III. RESULTS.................................................................................. 100 IV. DISCUSSION............................................................................1U3 V. SUMMARY...................................................................................167 APPENDIX . A ........................................................................................................172 B ........................................................................................................173 C ........................................................................................................17h D ........................................................................................................1 75 E ........................................................................................................176 F ........................................................................................................177 G ........................................................................................................178 H ........................................................................................................179 I ........................................................................................................180 181 BIBLIOGRAPHY..........................................................................................182 v i LIST OF TABLES Page T able 1 ........................................................................... .......................101 T able 2 ............................................................................ .......................103 T able 3 ....................................................................................................... 107 T able 1 * ...................................................................... 100 T able $ .....................................................................................................109 T able 6 ....................................................................................................... 111 Table 7 ...........................................................................................................113-11U T able 8 .......................................... ............................................................11 $ T able 9 ......................................................................................................