摘要
目的:探究小学儿童情绪认知的发展特点。方法:采用计算机实验方法和反应时评价指标,运用80对情绪词汇推测小学儿童对四个不同类别情绪(基本积极情绪、基本消极情绪、积极自我意识情绪、消极自我意识情绪)的认知发展差异,以及对引发情绪的原因、情绪的外在行为反应、情绪的后继调节三个维度的认知发展差异。结果:小学儿童对引发情绪的原因、外在行为反应、后继调节三个维度的反应时差异有统计学意义(1289.5、1164.6、1295.7,F=13.535,P<0.001),且三个维度认知反应时2年级学生均长于4、6年级(P<0.01),对四个不同类别情绪认知的反应时差异无显著性(1237.1、1269.8、1222.8、1305.2,F=1.520,P=0.220),四个类别的情绪认知反应时2年级均长于4、6年级(P<0.01)。结论:儿童对情绪行为认知的加工速度最快,对消极自我意识认知的发展相对较慢,且均在2-4年级间发展迅速。
Objective： To explore the development of emotional cognition of primary school children. Methotis： 80 couples of emotional words were used. These words included 4 kinds of emotion （ positive basic emotion, passive basic emotion, positive self conscious emotion, passive self conscious emotion ） and 3 sub-emotional cognitions （ Knowledge about the reason of emotion, knowledge about behaviors of emotion and knowledge about emotion regulation ）. We recorded subjects＇reaction time （RAT） to explore the primary school children＇s emotional cognition development. Results： The students had different RAT in different dimensions （1289. 5, 1164. 5, 1295.7, F = 13.53, P 〈0. 001 ） , but had no difference among the four categories. Primary school children＇s emotional cognition developed with age. The RAT of those of grade 2 were longer than that of grade 4 and grade 6 in all four catagories and three di- mensions. Conclusion： Children＇s reaction to behavior cognition is fastest, that to negative cognition is slower, The development occurs during grade 2 to grade 4,.
出处
《中国心理卫生杂志》
CSSCI
CSCD
北大核心
2006年第12期828-831,共4页
Chinese Mental Health Journal
基金
教育部"优秀青年教师资助计划"项目(教人司[2003]355号)
