作　　者： ; ; ;

机构地区： 中国海洋大学

出　　处： 《心理科学》 2007年第3期758-762,共5页

摘　　要： 本研究采用故事情境法探究小学儿童情绪认知的发展。随机抽取60名小学儿童(2、4、6年级各20名),研究他们对五种不同的情绪状态识别、情绪原因认知、情绪外在行为表现认知以及对情绪后继调节方式的认知发展特点。结果发现:总体而言,情绪认知在小学不同年级有明显发展;基本情绪认知最好,其次是积极自我意识情绪认知和冲突情绪认知,对消极自我意识情绪的认知最差;情绪识别和情绪原因认知明显好于情绪行为认知和情绪调节认知;对情绪表现者的情绪认知明显好于对情绪接受者的情绪认知。 This study explored how primary school children＇s emotional cognition develops during their growth. 60 subjects of grade 2, grade 4 and grade 6 were randomly chosen. We gave them 5 stories standing for 5 kinds of emotion. 4 questions （which are about recognizing the emotion, knowledge about the reason of emotion, knowledge about behaviors of emotion and knowledge of emotion regulation） were in each story. The results showed： the primary school period is an important period of emotion cognition development. Basic emotion cognition develops the best. Positive self conscious emotion cognition development was second to it. Passive self conscious emotion cognition development was the slowest. Primary school children＇s knowledge about recognizing emotion and the reason of emotion develops better than cognition about behaviors and regulation of emotion with the increase of age during the primary school period. Pupils＇ emotion cognition of those who express emotion is apparently better than that of emotion recipients.

关 键 词： 小学儿童 情绪认知 情绪理解 自我意识情绪 情绪调节

领　　域： [哲学宗教] [哲学宗教]