While emotion recognition is shaped through social interactions from a child's early years through at least late adolescence, no emphasis has thus far been given to the effects of daily experiences at school. We posited that enriched, more diverse, and less competitive social interactions fostered by some pedagogical practices may contribute to emotion recognition processes in children. Here, we investigated differences in emotion recognition among schoolchildren experiencing the Montessori versus traditional practices. Children performed two tasks; one measuring the impact of social context on fear-surprise perception, and one measuring their bias toward happiness or anger. Results suggest that children experiencing traditional practices show a higher sensitivity to fear-recognition, while children attending Montessori schools show a higher integration of social cues and perceive expressions of happiness for longer durations. Such preliminary findings call for replication and further research to determine which pedagogical features from the Montessori method may explain these effects.

虽然情感识别是通过从儿童的早期到至少青春期的社交互动来塑造的，但迄今为止，还没有重点强调学校日常经历的影响。我们认为，通过一些教学实践促进的丰富，更多样，竞争更少的社会互动可能有助于儿童的情绪识别过程。在这里，我们调查了蒙台梭利学生与传统学生在情感识别方面的差异。孩子们完成了两项任务；一项衡量社会背景对恐惧感感知的影响，另一项衡量他们对幸福或愤怒的偏见。结果表明，经历传统习俗的儿童对恐惧识别的敏感性更高，而在蒙台梭利学校上学的孩子则表现出更高的社交线索融合能力，并在更长的时间内感知到幸福的表达。这些初步发现要求进行重复研究和进一步研究，以确定蒙台梭利方法的哪些教学特征可以解释这些影响。