3～6岁儿童对消极情绪的理解:抑制控制与共情的作用
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摘要
为考察3～6岁儿童对消极情绪的理解,并探讨儿童的共情和抑制控制在其中发挥的作用,本实验采取颜色作为情绪标签的方法,对86名3～6岁儿童进行考察。结果发现,儿童会使用不同的颜色来代表不同效价的情绪,高抑制控制儿童可以更好地理解他人的消极情绪,且不受共情水平的影响;共情水平只对低抑制控制儿童的消极情绪理解起作用。在不同年龄阶段,共情在消极情绪理解中的作用有所差异,3～4岁时主要是情绪共情起到作用,而5～6岁时主要是认知共情起作用。实验表明,颜色作为情绪标签是研究儿童情绪理解的有效方法,抑制控制和共情交互地影响了3～6岁儿童的消极情绪理解,高抑制控制促进儿童的消极情绪理解,低抑制控制儿童对他人消极情绪的理解需要其共情能力的参与。
Studies were conducted to investigate the ability to understand negative emotions and explore how inhibition control and empathy affected children's emotion understanding among 86 children aged 3 to 6 years by using color as a symbol for emotion. The results showed children using different colors to symbolize emotions of different valences, and innteraction between inhibitory control and empathy was found on the understanding of negative emotions. Children with strong inhibitory control better understood other's negative emotions, regardless of empathy, and empathy only affected children with weak inhibitory control. Besides, effects of different components of empathy on understanding of negative emotions varied with age. Affective empathy played a major role in 3-to 4-year-olds, while cognitive empathy played a major role in 5-to 6-year-olds. These findings suggest that color as a symbol for emotion was an effective way to study children's emotion understanding. Inhibition control and empathy affect the negative emotion understanding of 3～6 year olds. High inhibition control promotes children's understanding of negative emotions, while low inhibition control requires children's empathy involvement.
Studies were conducted to investigate the ability to understand negative emotions and explore how inhibition control and empathy affected children's emotion understanding among 86 children aged 3 to 6 years by using color as a symbol for emotion. The results showed children using different colors to symbolize emotions of different valences, and innteraction between inhibitory control and empathy was found on the understanding of negative emotions. Children with strong inhibitory control better understood other's negative emotions, regardless of empathy, and empathy only affected children with weak inhibitory control. Besides, effects of different components of empathy on understanding of negative emotions varied with age. Affective empathy played a major role in 3-to 4-year-olds, while cognitive empathy played a major role in 5-to 6-year-olds. These findings suggest that color as a symbol for emotion was an effective way to study children's emotion understanding. Inhibition control and empathy affect the negative emotion understanding of 3～6 year olds. High inhibition control promotes children's understanding of negative emotions, while low inhibition control requires children's empathy involvement.
引文
陈英和,姚端维,郭向和 (2001).儿童心理理论的发展及其影响因素的研究进展.心理发展与教育,17(3),56-59.
胡瑞,梁宗保,张光珍,邓慧华 (2017).情绪教养视角:父母元情绪理念与儿童心理社会适应.心理科学进展,25(4),599-608.
黄翯青,苏彦捷 (2012).共情的毕生发展:一个双过程的视角.心理发展与教育,28(4),434-441.
寇彧,倪霞玲,徐华女,马会萍 (2006).小学中高年级儿童情绪理解力的特点研究.心理科学,29(4),976-979.
梁宗保,张光珍,陈会昌,张萍 (2011).学前儿童情绪理解的发展及其与父母元情绪理念的关系.心理发展与教育,27(3),233-240.
马谐,陶云,白学军 (2017).儿童对中—西方音乐情绪感知的发展研究.心理与行为研究,15(2),233-239.
潘苗苗,苏彦捷 (2007).幼儿情绪理解,情绪调节与其同伴接纳的关系.心理发展与教育,2(6),6-13.
佟月华 (2008).儿童情绪理解的研究方法.中国特殊教育,(6),79-83.
徐琴美,何洁 (2006).儿童情绪理解发展的研究述评.心理科学进展,14(02),223-228.
杨丽珠,董光恒,金欣俐 (2007).积极情绪和消极情绪的大脑反应差异研究综述.心理与行为研究,5(3),224-228.
姚端维,陈英和,赵延芹 (2004).3～5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究.心理发展与教育,20(2),12-16.
岳童,黄希庭 (2016).共情特质的神经生物学基础.心理科学进展,24(9),368-1376.
周双珠,陈英和,胡竹菁 (2017).道德和个人领域儿童情绪理解的发展特点及对其亲社会行为的影响.心理学探新,37(1),41-47.
Burkitt,E.,& Sheppard,L.(2014).Children's colour use to portray themselves and others with happy,sad and mixed emotion.Educational Psychology,34(2),231-251.
Burkitt,E.,Barrett,M.,& Davis,A.(2003).The effect of affective characterisations on the use of colour within children's drawings.Journal of Child Psychology and Psychiatry,44(3),445-455.
Burkitt,E.,Barrett,M.,& Davis,A.(2004).The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model.Educational Psychology,24(3),315-343.
Camras,L.A.,& Allison,K.(1985).Children's understanding of emotional facial expressions and verbal labels.Journal of Nonverbal Behavior,9(2),84-94.
Cassidy,J.,Parke,R.D.,Butkovsky,L.,& Braungart,J.M.(1992).Family-peer connections:The roles of emotional expressiveness within the family and children's understanding of emotions.Child Development,63(3),603-618.
Dadds,M.R.,Hunter,K.,Hawes,D.J.,Frost,A.D.,Vassallo,S.,Bunn,P.,...El Masry,Y.(2008).A measure of cognitive and affective empathy in children using parent ratings.Child Psychiatry and Human Development,39(2),111-122.
Denham,S.A.(1986).Social cognition,prosocial behavior,and emotion in preschoolers:Contextual validation.Child Development,57(1),194-201.
Deschamps,P.K.,Been,M.,& Matthys,W.(2014).Empathy and empathy induced prosocial behavior in 6-and 7-year-olds with autism spectrum disorder.Journal of Aautism and Developmental Disorders,44(7),1749-1758.
Faul,F.,Erdfelder,E.,Lang,A.G.,& Buchner,A.(2007).G* Power 3:A flexible statistical power analysis program for the social,behavioral,and biomedical sciences.Behavior research methods,39(2),175-191.
Gerstadt,C.L.,Hong,Y.J.,& Diamond,A.(1994).The relationship between cognition and action:Performance of children 3-7 years old on a stroop-like day-night test.Cognition,53(2),129-153.
Goethe,J.W.von (1810).Subjective experience.In Goethe,J.W.von(eds),Theory of Colours(pp.80-81).Cambridge,MA:MIT Press.
Haas,B.W.,Anderson,I.W.,& Filkowski,M.M.(2015).Interpersonal reactivity and the attribution of emotional reactions.Emotion,15(3),390-398.
Hagger,M.S.,Wood,C.,Stiff,C.,& Chatzisarantis,N.L.(2010).Ego depletion and the strength model of self-control:A meta-analysis.Psychological Bulletin,136(4),495.
Hayes,A.F.(2015).An index and test of linear moderated mediation.Multivariate Behavioral Research,50(1),1-22.
Kozlowska,K.,& Hanney,L.(1999).Family assessment and intervention using an interactive art exercise.Australian and New Zealand Journal of Family Therapy,20(2),61-69.
Labounty,J.,Bosse,L.,Savicki,S.,King,J.,& Eisenstat,S.(2016).Relationship between social cognition and temperament in preschool-aged children.Infant & Child Development,26(2),e1981.
Meltzoff,A.N.,& Moore,M.K.(1983).Newborn infants imitate adult facial gestures.Child development,54(3),702-709.
Olderbak,S.,& Wilhelm,O.(2017).Emotion perception and empathy:An individual differences test of relations.Emotion,17(7),1092-1106.
Pons,F.,Lawson,J.,Harris,P.L.,& De Rosnay,M.(2003).Individual differences in children's emotion understanding:Effects of age and language.Scandinavian journal of psychology,44(4),347-353.
Pope,D.J.,Butler,H.,& Qualter,P.(2012).Emotional understanding and color-emotion associations in children aged 7-8 years.Child Development Research,2012(4),1-9.
Warneken,F.,& Tomasello,M.(2009).The roots of human altruism.British Journal of Psychology,100(3),455-471.
Wiebe,S.A.,Sheffield,T.D.,& Andrews,E.K.(2012).Separating the fish from the sharks:A longitudinal study of preschool response inhibition.Child Development,83(4),1245-1261.
胡瑞,梁宗保,张光珍,邓慧华 (2017).情绪教养视角:父母元情绪理念与儿童心理社会适应.心理科学进展,25(4),599-608.
黄翯青,苏彦捷 (2012).共情的毕生发展:一个双过程的视角.心理发展与教育,28(4),434-441.
寇彧,倪霞玲,徐华女,马会萍 (2006).小学中高年级儿童情绪理解力的特点研究.心理科学,29(4),976-979.
梁宗保,张光珍,陈会昌,张萍 (2011).学前儿童情绪理解的发展及其与父母元情绪理念的关系.心理发展与教育,27(3),233-240.
马谐,陶云,白学军 (2017).儿童对中—西方音乐情绪感知的发展研究.心理与行为研究,15(2),233-239.
潘苗苗,苏彦捷 (2007).幼儿情绪理解,情绪调节与其同伴接纳的关系.心理发展与教育,2(6),6-13.
佟月华 (2008).儿童情绪理解的研究方法.中国特殊教育,(6),79-83.
徐琴美,何洁 (2006).儿童情绪理解发展的研究述评.心理科学进展,14(02),223-228.
杨丽珠,董光恒,金欣俐 (2007).积极情绪和消极情绪的大脑反应差异研究综述.心理与行为研究,5(3),224-228.
姚端维,陈英和,赵延芹 (2004).3～5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究.心理发展与教育,20(2),12-16.
岳童,黄希庭 (2016).共情特质的神经生物学基础.心理科学进展,24(9),368-1376.
周双珠,陈英和,胡竹菁 (2017).道德和个人领域儿童情绪理解的发展特点及对其亲社会行为的影响.心理学探新,37(1),41-47.
Burkitt,E.,& Sheppard,L.(2014).Children's colour use to portray themselves and others with happy,sad and mixed emotion.Educational Psychology,34(2),231-251.
Burkitt,E.,Barrett,M.,& Davis,A.(2003).The effect of affective characterisations on the use of colour within children's drawings.Journal of Child Psychology and Psychiatry,44(3),445-455.
Burkitt,E.,Barrett,M.,& Davis,A.(2004).The effect of affective characterizations on the use of size and colour in drawings produced by children in the absence of a model.Educational Psychology,24(3),315-343.
Camras,L.A.,& Allison,K.(1985).Children's understanding of emotional facial expressions and verbal labels.Journal of Nonverbal Behavior,9(2),84-94.
Cassidy,J.,Parke,R.D.,Butkovsky,L.,& Braungart,J.M.(1992).Family-peer connections:The roles of emotional expressiveness within the family and children's understanding of emotions.Child Development,63(3),603-618.
Dadds,M.R.,Hunter,K.,Hawes,D.J.,Frost,A.D.,Vassallo,S.,Bunn,P.,...El Masry,Y.(2008).A measure of cognitive and affective empathy in children using parent ratings.Child Psychiatry and Human Development,39(2),111-122.
Denham,S.A.(1986).Social cognition,prosocial behavior,and emotion in preschoolers:Contextual validation.Child Development,57(1),194-201.
Deschamps,P.K.,Been,M.,& Matthys,W.(2014).Empathy and empathy induced prosocial behavior in 6-and 7-year-olds with autism spectrum disorder.Journal of Aautism and Developmental Disorders,44(7),1749-1758.
Faul,F.,Erdfelder,E.,Lang,A.G.,& Buchner,A.(2007).G* Power 3:A flexible statistical power analysis program for the social,behavioral,and biomedical sciences.Behavior research methods,39(2),175-191.
Gerstadt,C.L.,Hong,Y.J.,& Diamond,A.(1994).The relationship between cognition and action:Performance of children 3-7 years old on a stroop-like day-night test.Cognition,53(2),129-153.
Goethe,J.W.von (1810).Subjective experience.In Goethe,J.W.von(eds),Theory of Colours(pp.80-81).Cambridge,MA:MIT Press.
Haas,B.W.,Anderson,I.W.,& Filkowski,M.M.(2015).Interpersonal reactivity and the attribution of emotional reactions.Emotion,15(3),390-398.
Hagger,M.S.,Wood,C.,Stiff,C.,& Chatzisarantis,N.L.(2010).Ego depletion and the strength model of self-control:A meta-analysis.Psychological Bulletin,136(4),495.
Hayes,A.F.(2015).An index and test of linear moderated mediation.Multivariate Behavioral Research,50(1),1-22.
Kozlowska,K.,& Hanney,L.(1999).Family assessment and intervention using an interactive art exercise.Australian and New Zealand Journal of Family Therapy,20(2),61-69.
Labounty,J.,Bosse,L.,Savicki,S.,King,J.,& Eisenstat,S.(2016).Relationship between social cognition and temperament in preschool-aged children.Infant & Child Development,26(2),e1981.
Meltzoff,A.N.,& Moore,M.K.(1983).Newborn infants imitate adult facial gestures.Child development,54(3),702-709.
Olderbak,S.,& Wilhelm,O.(2017).Emotion perception and empathy:An individual differences test of relations.Emotion,17(7),1092-1106.
Pons,F.,Lawson,J.,Harris,P.L.,& De Rosnay,M.(2003).Individual differences in children's emotion understanding:Effects of age and language.Scandinavian journal of psychology,44(4),347-353.
Pope,D.J.,Butler,H.,& Qualter,P.(2012).Emotional understanding and color-emotion associations in children aged 7-8 years.Child Development Research,2012(4),1-9.
Warneken,F.,& Tomasello,M.(2009).The roots of human altruism.British Journal of Psychology,100(3),455-471.
Wiebe,S.A.,Sheffield,T.D.,& Andrews,E.K.(2012).Separating the fish from the sharks:A longitudinal study of preschool response inhibition.Child Development,83(4),1245-1261.
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