学前儿童的情绪理解和情绪调节

情绪理解和情绪调节是情绪能力的两个主要构成因素,情绪能力是儿童发展的重要内容.本文对有关学前儿童情绪理解和情绪调节及其关系的相关理论和实证研究以及主要研究范式进行述评,并阐述了儿童情绪理解和情绪调节的发展规律及影响因素.     

幼儿情绪理解能力的发展特点

情绪理解是社会认知研究的一个新领域,在个体的社会性发展中起着重要的作用.幼儿阶段是幼儿情绪理解迅速发展的时期.本研究选取142名3岁～6岁幼儿,通过表情识别、情绪线索识别、愿望情绪理解、信念情绪理解四项测验任务,探讨我国幼儿情绪理解能力发展的年龄、性别特点.     

Antecedents and Consequences of Emotion Regulation in STEM Degree Programs

Innovative Higher Education - There to date exists limited research on how emotion regulation shapes students’ emotional experiences and academic development in higher education. The purpose...     

儿童情绪理解的研究方法

情绪理解是指儿童对自己和他人情绪以及情绪如何起作用的认知.情绪理解可能在儿童认知发展和社会性发展中发挥中介作用或者调节作用.在对儿童情绪理解进行研究时,研究者从各自的研究口的出发采用了不同的研究方法,主要包括声像测量法、情境故事法、情绪访谈法和情绪理解问卷法四种方法.     

Young Children's Emotion Comprehension and Theory of Mind Understanding

Research Findings: The present study investigated the relation between theory of mind (ToM) and emotion understanding among 78 children 4½ to 6½ years old (35 boys, 43 girls). ToM understanding was assessed using ignorance and false belief questions within an emotion-understanding task that evaluated children's abilities to recognize facial expressions and identify the external causes of emotions (happy, sad, angry, scared, and surprised), understand the role of beliefs and desires in emotion, and comprehend felt versus expressed emotions. Results indicated that children's understanding of the external causes of emotion, hidden emotions, and a reminder's influence on emotions improved with age and that children's understanding of the external causes of emotion related to ToM understanding. Practice or Policy: Findings suggest that programs that seek to promote children's socioemotional awareness could benefit from encouraging the development of children's understanding of the external causes of emotions to improve overall social cognition.     

听力障碍幼儿情绪理解研究

通过自编的儿童情绪理解测验考察了听障幼儿外部情绪理解、内部情绪理解和反思情绪理解三个维度的发展状况.结果表明:(1)听障幼儿表情识别、情绪情景识别和提示物理解水平低于健昕幼儿,其外部情绪理解整体水平发展较低;(2)听障幼儿愿望理解和对情绪表达规则的理解能力不如健听幼儿,对信念的理解和健听幼儿没有差别,其对内部心理状态的理解水平低于健听幼儿;(3)听障幼儿对情绪调节和情绪原因的理解低于健听幼儿,对混合情绪和道德情绪的理解和健听幼儿不存在显著差异,其反思情绪的理解水平低于健听幼儿.     

儿童情绪认知的发展及其对助人意向的影响

本研究通过自编故事和对儿童的提问，根据儿童回答中涉及他人情绪状态的程度，将儿童的情绪认知分为与故事内容无关、只涉及情境信息、自己经验的投射、共感的理解、再加工的理解5个水平，结果表明：3～5岁幼儿的情绪认知处于情境信息的描述和自己经验的投射阶段，7岁以后共感理解和再加工的理解占优势；情绪认知不存在性别差异，对幼儿的助人意向作用显著。     

论情感体验与情感表现

情感是人们对自己与对象世界所结成的价值关系的感受和评价,人的需要的满足与否或产生积极的情感体验或产生消极的情感体验。当情感体验的思与“诗”相互沟通则形成独特的、具有人类共同感的情感体验。情感表现在于以诗性自由,按照生命形式虚构情感幻象,赋予其心灯朗照的精神内涵。情境是感性现象和超感性现象的合一,“情感的深沉象征”。     

Young Children's Understanding of the Causes of Anger and Sadness

This study investigated kindergarten children's understanding of the causes of anger and sadness. Previous research has shown that before 6 or 7 years of age, children have difficulty distinguishing hypothetical situations designed to evoke anger from those designed to evoke sadness. In this project, 80 kindergarten children (ages 5-1 to 6-5, M = 5-10) predicted and explained protagonists' emotional responses to a variety of hypothetical events. The results showed that intentional harm was not the feature young children used to distinguish anger from sadness. Children predicted anger most often when they believed that protagonists could change undesirable situations and reinstate their goals and when children focused on the person or conditions that brought about undesirable situations. Children predicted sadness most often when they believed that goal reinstatement was impossible and focused on the losses that would ensue as a result.     

Indian and English Children's Understanding of the Distinction between Real and Apparent Emotion

24 preschool and 24 school-entry children in Bombay, India, and 24 preschool and 24 school-entry children in Oxford, England, were tested on their ability to distinguish between real and apparent emotion in response to stories involving child-adult and child-child interactions. Younger Indian girls did better than younger English girls, and the data reveal effects due to age, culture, gender, and story type which suggest a more social model of the understanding of emotion than has been proposed by other researchers using this methodology.     

关于中学数学教学情感目标设计的探讨

针对“情感目标”在中学数学教学中设计难的问题展开了积极而相应的探讨,认为其原因有客观因素,如：政策导向、学科本身特点、学校追求的目标等;同时更有其主观因素,如：教师的备课笔记、教师对数学的教与学的掌握以及教师对生活的理解程度等。并给出了一些相应的提示与建议。     

Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change

This paper is part of an extensive study of secondary school students' preconceived ideas about climate change. Here, we undertake a survey in the province of Valencia (Spain) to ascertain secondary school students' notions of the causes and consequences of climate change. Results show, among other things, that students clearly relate the misuse of motor vehicles and factory emissions to the problem. However, the obvious correlation with household energy use is not observed. The usual confusion with other environmental problems, such as the hole in the ozone layer, as described in previous studies, is also detected. Students know almost no greenhouse gases other than CO₂, while the socio‐economic consequences of climate change are the least perceived.     

Do People with Autism Understand What Causes Emotion?

An experiment is described that tests whether people with autism understand some causes of 2 basic emotions (happiness and sadness). The causes of emotion tested were situations, desires, and beliefs. Results showed that, relative to normal and mentally handicapped subjects of an equivalent mental age, people with autism alone showed severe deficits in comprehension of emotion caused by beliefs. Their understanding of emotion caused by situations and desires was no different than the nonautistic mentally handicapped group. Thus, difficulties in understanding emotion by people with autism are most apparent when emotion interacts with false belief. The implications of these results for the affective and meta-representation theories of autism are discussed.     

自闭症儿童心理理论能力中的情绪理解

情绪理解在个体社会交往中发挥着重要的作用,在社会交往上存在障碍的自闭症儿童的情绪理解能力理应是值得关注的研究领域。本文综述了以往对自闭症儿童心理理论能力的研究,从情绪与愿望、信念之间关系的角度对自闭症儿童基于愿望和信念的情绪理解力进行分析,并探讨了理解不同类别情绪时自闭症儿童表现不同的原因。     

强度情感导致奇迹出现——解读安徒生的《野天鹅》

《野天鹅》取材于民间传说，安徒生发展了细节描写，丰富了人物性格和故事情节，突出了情感的力量，从而将传统的民间故事发展到极致的形态。     

Continuities in Emotion Understanding from Three to Six Years

As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys' with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development.     

Revisiting Young Children's Understanding of the Psychological Causes of Behavior

In 1989, Miller and Aloise challenged the prevailing belief that preschoolers tend to explain others' behavior in terms of external events or a person's physical attributes and have little understanding of psychological causes. That review documented preschoolers' understanding of, and even preference for, psychological causes as part of an emerging renaissance in developmental social‐cognitive research. The present, updated review (97 articles, participant ages 3 months to 6 years) suggests the emergence of a transformative new perspective in which social‐cognition is balanced between social and cognitive aspects rather than tilted toward cognition. Recent research on infants' awareness of mental states, young children's understanding of social categories and their judgments of the trustworthiness of informants, and cultural context reveals various ways in which preschoolers' social‐causal reasoning is social.     

孤儿错误信念认知与情绪理解发展及教育对策

研究用2个心理理论范式测量错误信念认知和情绪理解能力,比较33名孤儿和33名非孤儿的表现,并分析了错误信念认知和情绪理解的关系。结果显示:(1)孤儿错误信念认知水平发展趋势与非孤儿一致,但孤儿的错误信念认知能力发展显著低于非孤儿;(2)孤儿的情绪理解发展趋势和水平与非孤儿基本一致;(3)儿童(包括孤儿)错误信念认知和情绪理解在3-5岁期间发生明显变化,大多数儿童在5岁时已基本具备错误信念认知和情绪理解的能力,4岁是儿童错误信念认知和情绪理解能力发展的重要年龄;(4)儿童错误信念认知与情绪理解关系密切。     

全球化视角下的安全:两种不同的理解及分歧的原因

随着全球化的不断推进和各种非传统安全威胁的出现,人们对以国家为中心、以军事为内容和以“自助”为手段的传统安全研究和安全观念进行了深入的反思和批判,新的安全观念也应运而生。新安全观的出现,使人们对安全的关注对象、威胁来源和安全的手段的认识发生了变化,也促使各国对自身的安全战略进行调整和重构。然而,由于政治文化传统、现实威胁感受和安全利益认知的不同,中国和西方对新安全观的理解也不尽相同。