Voice, Body Cues and Facial Expression in Emotion Recognition of Spanish Children and AdolescentsThe Validation of Bell-Lysaker Emotion Recognition Test

  1. M. Acebo García-Guerrero 1
  2. Javier Peña 1
  3. Leire Zubiaurre-Elorza 1
  4. Danele Benítez 1
  5. Anais M. Hernández 1
  6. Ainara Oribe 1
  7. Natalia Ojeda 1
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2022

Número: 25

Páginas: 1-11

Tipo: Artículo

DOI: 10.1017/SJP.2022.1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Objetivos de desarrollo sostenible

Resumen

Emotion recognition has been traditionally measured trough the recognition of emotional expressions of static faces. Studies suggest that emotion recognition is progressively acquired from early stages in our infancy. However, the literature regarding other emotional domains such as voice or body movements is scarce. Additionally, the number of tools that integrate several domains is limited, especially in children and adolescents, and none of them tested in Spanish samples. Therefore, this study aimed to define the psychometric properties of the Bell-Lysaker Emotion Recognition Task (BLERT) and a new-designed alternate version providing normative data in Spanish children and adolescents (from 8 to 15 years old corresponding to 3th). Moreover, we aim to describe the emotional acquisition trajectory of children and adolescents with a tool that integrates voice, face expressions and body movements. For that purpose, BLERT was translated into Spanish (BLERT–SI) and an alternate version was created (BLERT–SII). A total of 545 children and adolescents from 8 to 15 year-old participated in the study (250 male/295 female). All participants fulfilled BLERT–SI and BLERT–SII within two weeks of difference. Order of presentation was counterbalanced. Results showed that BLERT–SI and SII have good internal consistency (α = .70 and 71 respectively). Test-retest reliability showed a moderate correlation (r = .45; p < .001). Percentages equivalences per age are provided. Age correlated with BLERT–SI (r = .31; p < .001) and BLERT–SII (r = .21; p < .001), showing a progressive acquisition and development of emotion recognition during this period. BLERT–SI and SII are useful tools when studying the follow-up of children and adolescents.

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