This study examined the development of children's understanding of emotional dissemblance. Seventy-four children, between the ages of 5 and 10, were read stories designed to elicit display rules and asked to predict the facial expressions the protagonists would make to hide their felt emotions. They were also asked to explain why the protagonists would act in this way. The residts indicate that
... [Show full abstract] the older group was more accurate than the younger group at selecting which face the protagonist would show to hide his felt emotions. In addition, the explanations provided by the older group were more accurate and complex. Few participants explained the discrepancy between felt and apparent emotions in terms of recursive thinking, even the older ones. The young children often justified their responses in terms of changes in the real emotions experienced by the protagonists.