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In text Find Out more  boxes provide a brief, easy-to-read synopsis of a recently published SAGE Journal Article studies and research. For further research and exploration, each journal article is reprinted in full, below.

Research 2.1

Widen, S.C. (2013). Children’s interpretation of facial expressions: The long path from valence-based to specific discrete categories. Emotion Review, 5, 72-77.

Abstract: According to a common sense theory, facial expressions signal specific emotions to people of all ages and therefore provide children easy access to the emotions of those around them. The evidence, however, does not support that account. Instead, children’s understanding of facial expressions is poor and changes qualitatively and slowly over the course of development. Initially, children divide facial expressions into two simple categories (feels good, feels bad). These broad categories are then gradually differentiated until an adult system of discrete categories is achieved, likely in the teen years. Children’s understanding of most specific emotions begins not with facial expressions, but with their understanding of the emotion’s antecedents and behavioral consequences.

Research 2.2

Johnson, K.P., Kang, M., & Kim, J.E. (2014). Reflections on appearance socialization during childhood and adolescence. Clothing and Textiles Research Journal. 32, 79-92.

Abstract: Appearance management includes ‘‘all activities and thought processes leading to the purchase and wear of clothing items as well as processes of body modification’’ (e.g., piercings, tattooing) (Kaiser, 1997, p. 5). We focused on investigating the processes of appearance socialization by uncovering the types of appearance management rules learned from or attributed to significant others as well as rules learned from other members of the socio-cultural environment experienced during childhood and adolescence. Within appearance management our focus was on rules related to body supplements (e.g., clothing, accessories) as well as rules concerning body modifications (e.g., tattoos, piercings). Our research questions were as follows: 1) What were the appearance management rules learned during childhood and adolescence? 2) From whom or what did these rules come from and how were individuals taught these rules? 3) What types of conflicts were experienced over rules of appearance management and how were these conflicts resolved? Data was collected from young adults (n = 43). Participants were asked to recall a specific time period during their childhood and adolescent years and to write about their experiences concerning what appearance ‘‘rules’’ they learned, how they learned them, and from whom. They were also asked to share any conflicts they experienced and how these conflicts were resolved. Many of the recollected rules centered on aesthetic concerns and contextual aspects of appearance management. Mothers were key socializing agents and at the center of conflicts over appearance. The most common resolution styles were compliance and problem solving.