Date of Submission
Project Advisor 1
Project Advisor 2
As children grow, their artistic depictions of emotions become more accurate; however, these depictions become more influenced by gender roles and social expectations. Research shows that though gender does not influence the ability to depict emotion, it does have an effect on the style used to artistically depict emotion (Vendeville et al., 2018). A majority of the research on this topic is done on grade school children, because of both physical and cognitive development that occurs between the ages of five and ten. The goal of this study is to see if these results can generalize to a younger population of preschoolers. Participants are children from the Abigail Lundquist Botstein Nursery School and Children’s Center. I read short stories about a character who experiences a target emotion that is not explicitly stated (e.g. sadness, happiness, anger). I then asked participants to depict the emotion of the character on a printed image of a blank face, and naive coders used a rating scale to distinguish gender differences in the drawings and whether or not they depict the target emotion. I hypothesized that the older age group will produce a larger percentage of drawings that depict the target emotion from the story. This is the main dependent variable in the study. I also hypothesized that the older children will show a larger gender difference in their drawings than the younger age group.
Open Access Agreement
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Skamser, Anna Delaney, "Gender and Theory of Mind: The Complex Relationships Between the Depiction of Emotion in Preschool Age Children and Moderating Variables" (2023). Senior Projects Spring 2023. 353.
This work is protected by a Creative Commons license. Any use not permitted under that license is prohibited.