How do children who understand mixed emotion represent them in freehand drawings of themselves and others?

This research is the first to assess children’s representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5–11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour.     

动态图片结合回合式教学对自闭症儿童情绪识别能力的干预研究

目的:对自闭症(ASD)儿童四种基本情绪(开心、难过、生气、害怕)的识别能力进行干预,探究干预效果是否有效。方法:采用随机对照实验设计,以情绪的动态图片为干预材料,结合回合式教学方法,对ASD儿童干预组的四种基本情绪的命名、匹配进行8周的干预。结果:干预8周后,ASD儿童干预组情绪动态图的命名、匹配、总分的前后测成绩增量显著高于ASD儿童对照组。干预结束后的6周,ASD儿童干预组情绪动态图的命名、匹配、总分的追踪测成绩与其后测成绩差异不显著。结论:对ASD儿童情绪识别能力的干预取得了良好的即时效果和维持效果,显著提高了其情绪识别能力。     

平仄运用与词的表情关系

词是表达思想感情的配乐演唱抒情文学,既要配乐,就要考虑字声的平、上、去、入与乐声的宫、商、角、徵、羽的协调契合。平仄四声的表情效果有所不同,所以词句与韵位的平仄必然会对词的表情产生不同的效果:平声宜于表达柔婉、缠绵、怀念、愉悦、悲伤等情感;仄声宜于表达低抑幽怨、沉郁悲痛、慷慨磊落、急壮豪迈等情感。     

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.     

Self-Predictions of Emotional Response Patterns: Age, Sex, and Situational Determinants

A total of 407 males and females in 4 different age groups (M age = 8.0, 10.8, 15.2, and 20.3 years) completed questionnaires requiring self-ratings of 5 emotions (angry, happy, sad, fearful, and loving), on a 5-point scale, for 10 affect-laden sentences. Each of the 5 emotions was targeted as a key emotion by 2 sentences. The resulting patterns indicate that children as young as 8 can discriminate between affect-eliciting statements, differentially rate up to 5 concurrent emotional responses, and predict response patterns similar to those predicted by adults. Furthermore, sex differences occur during adolescence whereby males predict more varied but less intense secondary emotions, whereas females predict fewer but more intense secondary emotions.     

Children’s emotional and behavioral responses to peer provocation and early school adjustment

ABSTRACT

Even very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.     

Preschoolers' Understanding of the Link between Thinking and Feeling: Congnitive Cuing and Emotional Change

In 3 studies we investigated 3- through 6-year-olds' knowledge of thinking and feeling by examining their understanding of how emotions can change when memories of past sad events are cued by objects in the current environment. In Study 1, 48 4-, 5-, and 6-year-olds were presented with 4 illustrated stories in which tocal characters experience minor sad events. Later, each story character encounters a visual cue that is related to one of his or her previous sad experiences. Children were told that the character felt sad and they were asked ot explain why. Study 1 suggested considerable competence as well as substantial development in the years between 4 and 6 in the understandings of the influence of mental activity on emotions. Studies 2 and 3 more systematically explored preschoolers' understanding of cognitive cuing and emotional change with difterent types of situations and cues. Across these 2 studies, 108 3-, 4-, and 5-year-olds listened to illustrated stories that featured story characters who each experienced a sad event and swho were later exposed to a related cue. Children were not only asked to explain why the characters suddenly felt sad, but in some stories, they were also asked to predict and explain how another character, who was never at the past sad event, would feel. Results of studies 2 and 3 showed an initial understanding of cognitive cuing and emotion in some children as young as 3, replicated and extended the evidence for significant developmental changes in that understanding during the preschool years, and revealed that the strenght and consistency of preschoolers' knowledge of cognitive cuing and emotion was affected by whether cues were the sme, or only similar to, parts of the earlier events.     

Thinking about the past: early knowledge about links between prior experience, thinking, and emotion

In two studies the authors investigated the situations where 3- to 7-year-olds and adults (N = 152) will connect a person's current feelings to the past, especially to thinking or being reminded about a prior experience. Study 1 presented stories featuring a target character who felt sad, mad, or happy after an event in the past and who many days later felt that same negative or positive emotion upon seeing a cue related to the prior incident. For some story endings, the character's emotion upon seeing the cue matched, or was congruent, with the current situation, whereas for others, the emotion mismatched the present circumstances. Participants were asked to explain the cause of each character's current feelings. As a further comparison, children and adults listened to behavior cuing stories and provided explanations for characters' present actions. Study 2 presented emotional scenarios that varied by emotion-situation fit (whether the character's emotion matched the current situation), person-person fit (whether the character's emotion matched another person's), and past history information (whether information about the character's past was known). Results showed that although there were several significant developments with increasing age, even most 3-year-olds demonstrated some knowledge about connections between past events and present emotions and between thinking and feeling. Indeed, children 5 years and younger revealed strikingly cogent understanding about historical-mental influences in certain situations, especially where they had to explain why a person, who had experienced a negative event in the past, was currently feeling sad or mad in a positive situation. These findings help underwrite a more general account of the development of children's coherent understandings of life history, mind, and emotion.     

动态材料对自闭症儿童情绪识别能力的干预研究

目的:对自闭症儿童四种基本情绪(开心、难过、生气、害怕)的识别能力进行干预,探究干预是否有效.方法:采用随机对照组实验设计,以情绪的视频、音频、动态图片为干预材料,结合回合式教学法,对ASD儿童干预组(n=11)四种基本情绪的命名、匹配进行8周的干预.结果:干预8周后,ASD儿童干预组情绪视频和音频的命名、匹配、总分的...     

客观语言提示对情绪影响的实验研究

通过实验,研究了客观语言提示的心理效应.研究表明,悲伤提示导致人们悲伤情绪提升26.8%,愉快情绪下降16.7%.愉快提示导致人们愉快情绪提升3.95%,悲伤情绪降低17.3%.同时,研究还发现,在语言提示作用下,悲伤情绪提升的程度比愉快情绪提升的程度大.     

Coping with background anger in early childhood

Normative patterns, individual styles, and developmental changes in coping with background anger (anger between others) were examined in preschoolers. Live models expressed verbalized anger toward each other while pairs of same-sex friends played in an adjacent room. 85 4- and 5-year-olds participated, playing took place in the presence of mothers, and a 7-episode sequence of background conditions (no emotion, positive, no emotion, anger, no emotion, positive, no emotion) described the experimental situation. Children were also interviewed concerning their feelings during others' anger. Preschoolers evidenced heightened arousal, that is, greater distress, social sharing, preoccupation, and positive affect, concurrent with exposure to background anger. Increased verbal aggressiveness in play occurred in the period following exposure. Coping styles initially identified from behavioral emotional responses to the adults' quarrel were further delineated by contrasts on other aspects of functioning. Concerned emotional responders (46%) showed negative emotions concurrent with exposure, and later reported that they had felt sad during the fight and wanted to intervene. Unresponsive children (15%) showed no evidence of emotion, but later reported that they were angry. Ambivalent responders (35%) showed high emotional arousal during exposure, typified by both positive and negative emotions. Later they reported feeling happy but disregulated and were most likely to become physically and verbally aggressive in play with a friend. Analyses on a subsample (N = 43) also seen as toddlers showed that responses to background anger changed markedly, but precursors of preschoolers' coping styles were evident in toddlers' behavioral responses.     

基于二维情感空间的语音情感识别

为提高语音情感的正确识别率,在利用反映"激发维"维度信息的韵律特征基础上,提出了采用反映"评价维"维度信息的音质特征作为新的情感特征使用。再将韵律特征参数和音质特征参数结合并用于语音情感识别,并采用支持向量机分类器实现对汉语生气、高兴、悲伤、厌烦和中性五类情感的识别。试验结果表明,基于"激发维"和"评价维"二维情感空间取得的情感总体平均正确识别率为84%,比基于"激发维"一维情感空间取得的识别率高出了12%。可见同时考虑从"激发维"和"评价维"二维情感空间进行语音情感识别,识别结果得到了较大改善。     

莫扎特音乐对幼儿表情识别能力的影响

本研究考察莫扎特音乐以及不同诱发唤醒度和不同情绪类型的音乐对3～5岁幼儿面部表情(高兴、悲伤和中性表情)识别的影响。结果表明:与同是高唤醒度正性情绪的音乐相比,具有高结构性和周期性的莫扎特音乐反而会对幼儿的表情识别产生干扰;而聆听低唤醒度负性情绪的音乐有利于幼儿大脑达到适当的觉醒水平,进入适当的情绪状态,从而对其表情识别产生促进作用。     

Experiential influences on multimodal perception of emotion

The impact of 2 types of learning experiences on children's perception of multimodal emotion cues was examined. Children (aged 7-12 years) were presented with conflicting facial and vocal emotions. The effects of familiarity were tested by varying whether emotions were presented by familiar or unfamiliar adults. The salience of particular emotional expressions was tested by contrasting the performance of physically abused and nonabused children. Children exhibited a preference for auditory expressions produced by their mothers but not by strangers. Additionally, abused children were biased to rely on auditory cues when their own abusive mother was expressing anger. These results are discussed in terms of the impact of both typical and atypical early experiences on the development of emotion perception.     

Assessing the concordance between child reports and adult observations of single and mixed emotion in children’s drawings of themselves or another child

The present study assessed concordance between child reported and adult observed strategies to depict single and mixed emotion in the same human figure drawings. 205 children (104 boys, 101 girls) aged 6 years 2 months to 8 years 3 months formed two age groups (6 years 2 months–7 years 2 months and 7 years 3 months–8 years 3 months) across two conditions drawing either themselves or another child. They heard vignettes designed to elicit single and mixed emotion and drew a baseline drawing, counterbalanced happy and sad, and a mixed emotion drawing. Categories of children’s verbal reports and adults’ observations were similar with some variation of use by condition, age group and emotion type. Mixed emotion strategies were more similar to those observed and reported in happy drawings. Findings are discussed in relation to a framework theory of art and social display rules.     

The Preschooler's Understanding of the Causes and Consequences of Emotion

This article reports evidence on 2 issues: ( a ) the preschooler's understanding of the causes and consequences of basic emotions, and ( b ) the relative power of a word, such as happy , versus a facial expression, such as a smile, to evoke that knowledge. Preschoolers ( N = 120, mean age = 4–11) completed stories about fear, anger, sadness, happiness, and surprise by telling either why the protagonist felt that way or what the protagonist did when feeling that way. Responses were scored both "subjectively" (rated as appropriate or not) and more "objectively" (frequency of a judge guessing the question asked). By both criteria, the children did well, distinguishing causes from consequences and between most of the emotions. Contratry to what is commonly assumed, children were no more accurate—and sometimes less accurate—when the emotion was specified by a prototypical facial expression than when specified by a word.     

Tears for girls and teeth for boys: the influence of gender on children’s depiction of sadness and anger in their drawings

Up to now, very few studies investigated the influence of gender on the depiction of emotions in children’s drawings. However, the literature on emotions reveals differences between boys and girls in various kinds of tasks (e.g. recognising emotional facial expressions, understanding an emotional situation, etc.). Therefore, we examined the impact of gender on the depiction of sadness and anger. We took into account children’s gender but also the gender of the character expressing the target emotion. Forty-four boys and forty-seven girls aged 7–8 and thirty-six boys and fifty-three girls aged 9–10 were asked to listen to stories where the main character (either a male or a female) was feeling sad or angry and then to draw the facial cues corresponding to the target emotion. Two methods were used to rate the drawings: judges assessed the correct vs. incorrect depiction of the two target emotions and a content analysis was then conducted on the correct drawings so as to reveal the type of facial cues used by children. By showing the major influence of children’s gender on their depiction of sadness and anger, our findings offer promising lines of research in educational and clinical settings.     

"物哀"与"物感"--中日审美范畴之比较

"物哀"是日本传统审美意识中的一个重要观念,"物感"是中国古典美学和艺术理论的重要范畴。"物哀"观表明日本审美观念与直观感受、感性认识相关联,重视人的感情态度,突出悲哀之情。"物感"观表明中国审美观念与哲理思考、理性意识相关联,注重情理统一。"物哀"受"物感"的影响甚大。二者的共同点是事物形象与内在感情的交融,物象触发情感,情感移注于物象,达乎情景融汇的审美体验。     

情思哀婉的诗性美

中国古典诗歌中哀婉的诗颇多,情思哀婉的诗尤具诗性的美。诗可兴、可怨以宣泄情感;诗自怨生,使穷贱易安,幽居靡闷。欢乐情感外张易散,是轻快短暂的体验;哀怨情感内敛凝聚,是沉重的体验,易郁结不散。欢愉之辞难工,穷苦之辞易好,易产生悲剧性审美效应,引起感情的共鸣。