在幼儿时代标记和描述单独的情绪:一种关系式的方法
Jennifer M Knothe1, Eric A Walle1
1Psychological Sciences, University of California, Merced, 5200 N. Lake Road, Merced, CA 95343 USA.
Affective science
|June 12, 2023
概括
较年长的学龄前儿童 (4.5岁) 通过专注于体验情绪的人 (情感器) 和情绪来更好地描述情感背景.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 社会心理学 社会心理学
背景情况:
- 情感理解依赖于识别关系上下文,或一个情感的"约".
- 幼儿园儿童标记分立情绪并描述它们的关系元素的能力对于社会情感发展至关重要.
研究的目的:
- 调查学龄前儿童如何标记离散的情绪,并在情绪背景中描述关系元素.
- 为了检查与年龄相关的差异,孩子们在各种情感场景中专注于情感源和参考.
主要方法:
- 幼儿园儿童 (3.5岁和4.5岁) 描述了描绘5种不同的情绪背景的图像:愤怒,悲伤,厌恶,恐惧和快乐.
- 研究人员评估了儿童准确的情感标签,以及他们对表情器和参考器的差异性提及.
主要成果:
- 两个年龄组都准确地标记了愤怒,悲伤和快乐的频率高于厌恶或恐惧.
- 4,5岁的孩子根据特定的情感背景不同地强调了情感源和引用者,而不是3.5岁的孩子.
- 年长的孩子在愤怒,悲伤和快乐的背景下更强调了情感表达者,在厌恶,恐惧和快乐的背景下更强调了参考者.
结论:
- 儿童描述情绪的关系要素的能力是在学前阶段发展的.
- 专注于表情器和参考器的程度取决于离散的情绪,这表明对情绪背景的细微理解.
- 研究结果强调了关系背景对儿童情感理解的重要性,并表明了情感表达方式的发展变化.
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