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To slow the progression of COVID-19, the Centers for Disease Control (CDC) and the World Health Organization (WHO) have recommended wearing face coverings. However, very little is known about how occluding parts of the face might impact the emotion inferences that children make during social interactions. The current study recruited a racially diverse sample of school-aged (7- to 13-years) children from publicly funded after-school programs. Children made inferences from facial configurations that were not covered, wearing sunglasses to occlude the eyes, or wearing surgical masks to occlude the mouth. Children were still able to make accurate inferences about emotions, even when parts of the faces were covered. These data suggest that while there may be some challenges for children incurred by others wearing masks, in combination with other contextual cues, masks are unlikely to dramatically impair children’s social interactions in their everyday lives.

Background Chronic and/or extreme stress in early life, often referred to as early adversity, childhood trauma, or early life stress, has been associated with a wide range of adverse effects on development. However, while early life stress has been linked to negative effects on a number of neural systems, the specific mechanisms through which early life stress influences development and individual differences in children’s outcomes are still not well understood. Main text The current paper reviews the existing literature on the neurobiological effects of early life stress and their ties to children’s psychological and behavioral development. Conclusions Early life stress has persistent and pervasive effects on prefrontal–hypothalamic–amygdala and dopaminergic circuits that are at least partially mediated by alterations in hypothalamic–pituitary–adrenal axis function. However, to date, this research has primarily utilized methods of assessment that focus solely on children’s event exposures. Incorporating assessment of factors that influence children’s interpretation of stressors, along with stressful events, has the potential to provide further insight into the mechanisms contributing to individual differences in neurodevelopmental effects of early life stress. This can aid in further elucidating specific mechanisms through which these neurobiological changes influence development and contribute to risk for psychopathology and health disorders.

It is commonly assumed that a person’s emotional state can be readily inferred from his or her facial movements, typically called emotional expressions or facial expressions. This assumption influences legal judgments, policy decisions, national security protocols, and educational practices; guides the diagnosis and treatment of psychiatric illness, as well as the development of commercial applications; and pervades everyday social interactions as well as research in other scientific fields such as artificial intelligence, neuroscience, and computer vision. In this article, we survey examples of this widespread assumption, which we refer to as the common view, and we then examine the scientific evidence that tests this view, focusing on the six most popular emotion categories used by consumers of emotion research: anger, disgust, fear, happiness, sadness, and surprise. The available scientific evidence suggests that people do sometimes smile when happy, frown when sad, scowl when angry, and so on, as proposed by the common view, more than what would be expected by chance. Yet how people communicate anger, disgust, fear, happiness, sadness, and surprise varies substantially across cultures, situations, and even across people within a single situation. Furthermore, similar configurations of facial movements variably express instances of more than one emotion category. In fact, a given configuration of facial movements, such as a scowl, often communicates something other than an emotional state. Scientists agree that facial movements convey a range of information and are important for social communication, emotional or otherwise. But our review suggests an urgent need for research that examines how people actually move their faces to express emotions and other social information in the variety of contexts that make up everyday life, as well as careful study of the mechanisms by which people perceive instances of emotion in one another. We make specific research recommendations that will yield a more valid picture of how people move their faces to express emotions and how they infer emotional meaning from facial movements in situations of everyday life. This research is crucial to provide consumers of emotion research with the translational information they require.

Living in poverty places children at very high risk for problems across a variety of domains, including schooling, behavioral regulation, and health. Aspects of cognitive functioning, such as information processing, may underlie these kinds of problems. How might poverty affect the brain functions underlying these cognitive processes? Here, we address this question by observing and analyzing repeated measures of brain development of young children between five months and four years of age from economically diverse backgrounds (n = 77). In doing so, we have the opportunity to observe changes in brain growth as children begin to experience the effects of poverty. These children underwent MRI scanning, with subjects completing between 1 and 7 scans longitudinally. Two hundred and three MRI scans were divided into different tissue types using a novel image processing algorithm specifically designed to analyze brain data from young infants. Total gray, white, and cerebral (summation of total gray and white matter) volumes were examined along with volumes of the frontal, parietal, temporal, and occipital lobes. Infants from low-income families had lower volumes of gray matter, tissue critical for processing of information and execution of actions. These differences were found for both the frontal and parietal lobes. No differences were detected in white matter, temporal lobe volumes, or occipital lobe volumes. In addition, differences in brain growth were found to vary with socioeconomic status (SES), with children from lower-income households having slower trajectories of growth during infancy and early childhood. Volumetric differences were associated with the emergence of disruptive behavioral problems.

Human’s abilities to reason about what others may be feeling undergo prolonged development throughout childhood and adolescence, yet the mechanisms driving the emergence of these skills remain elusive. This set of studies, conducted within the same sample of 5- to 10-year-old children, examines how spontaneous perceptual discrimination of facial configurations and activation of conceptual knowledge about emotions become integrated across development. Perceptual discrimination is measured using an EEG frequency tagging paradigm (Study 1). Conceptual knowledge is evaluated with a conceptual similarity rating task (Study 2). Two behavioral tasks (sorting and matching) are employed to assess emotion understanding (Study 3). Representational similarity analysis assesses the predictive effects of perceptual discrimination and conceptual knowledge on children’s behavioral judgments. Here we show that while the ability to discriminate stereotypical facial configurations emerges by preschool age, its influence diminishes with age. In contrast, children’s inferences about other people’s emotions come to rely more on conceptual knowledge with increasing age (and, presumably, social experience). Here, the authors show a developmental shift in emotion understanding throughout childhood and early adolescence: while perceptual discrimination of facial cues becomes less influential with age, conceptual knowledge plays an increasingly important role in emotion understanding.

Puberty is advanced by sex hormones, yet it is not clear how it is best measured. The interrelation of multiple indices of puberty was examined, including the Pubertal Development Scale (PDS), a picture‐based interview about puberty (PBIP), and a physical exam. These physical pubertal measures were then associated with basal hormones responsible for advancing puberty. Participants included 160 early adolescents (82 boys). Puberty indices were highly correlated with each other. The physical exam stages correlated well with boys’ and girls’ testosterone and dehydroepiandrosterone and less so with girls’ estradiol. The PDS and PBIP were similarly related to basal hormones. Self‐report may be adequate when precise agreement is unnecessary. Multiple measures of puberty are viable options, each with respective strengths.

Facets of the post-natal environment including the type and complexity of environmental stimuli, the quality of parenting behaviors, and the amount and type of stress experienced by a child affects brain and behavioral functioning. Poverty is a type of pervasive experience that is likely to influence biobehavioral processes because children developing in such environments often encounter high levels of stress and reduced environmental stimulation. This study explores the association between socioeconomic status and the hippocampus, a brain region involved in learning and memory that is known to be affected by stress. We employ a voxel-based morphometry analytic framework with region of interest drawing for structural brain images acquired from participants across the socioeconomic spectrum (n = 317). Children from lower income backgrounds had lower hippocampal gray matter density, a measure of volume. This finding is discussed in terms of disparities in education and health that are observed across the socioeconomic spectrum.

Despite advancements in the study of brain maturation at different developmental epochs, no work has linked the significant neural changes occurring just after birth to the subtler refinements in the brain occurring in childhood and adolescence. We aimed to provide a comprehensive picture regarding foundational neurodevelopment and examine systematic differences by family income. Using a nationally representative longitudinal sample of 486 infants, children, and adolescents (age 5 months to 20 years) from the NIH MRI Study of Normal Brain Development and leveraging advances in statistical modeling, we mapped developmental trajectories for the four major cortical lobes and constructed charts that show the statistical distribution of gray matter and reveal the considerable variability in regional volumes and structural change, even among healthy, typically developing children. Further, the data reveal that significant structural differences in gray matter development for children living in or near poverty, first detected during childhood (age 2.5–6.5 years), evolve throughout adolescence.

Vocalizations are important components of social behaviour in many vertebrate species, including our own. Less well-understood are the hormonal mechanisms involved in response to vocal cues, and how these systems may influence the course of behavioural evolution. The neurohormone oxytocin (OT) partly governs a number of biological and social processes critical to fitness, such as attachment between mothers and their young, and suppression of the stress response after contact with trusted conspecfics. Rodent studies suggest that OT's release is contingent upon direct tactile contact with such individuals, but we hypothesized that vocalizations might be capable of producing the same effect. To test our hypothesis, we chose human mother–daughter dyads and applied a social stressor to the children, following which we randomly assigned participants into complete contact, speech-only or no-contact conditions. Children receiving a full complement of comfort including physical, vocal and non-verbal contact showed the highest levels of OT and the swiftest return to baseline of a biological marker of stress (salivary cortisol), but a strikingly similar hormonal profile emerged in children comforted solely by their mother's voice. Our results suggest that vocalizations may be as important as touch to the neuroendocrine regulation of social bonding in our species.

To effectively navigate their environments, infants and children learn how to recognize events predict salient outcomes, such as rewards or punishments. Relatively little is known about how children acquire this ability to attach value to the stimuli they encounter. Studies often examine children’s ability to learn about rewards and threats using either classical conditioning or behavioral choice paradigms. Here, we assess both approaches and find that they yield different outcomes in terms of which individuals had efficiently learned the value of information presented to them. The findings offer new insights into understanding how to assess different facets of value learning in children.