幼儿的情绪认知发展及其与社会行为发展的关系研究

心理发展与教育 ›› 2002, Vol. 18 ›› Issue (1): 6-10.

幼儿的情绪认知发展及其与社会行为发展的关系研究

邓赐平, 桑标, 缪小春

华东师范大学心理学系, 上海, 200062

出版日期:2002-01-15 发布日期:2002-01-15
作者简介:邓赐平,男,华东师范大学心理系．
基金资助:
华东师大心理系留校博士科研启动基金

The Development of Young Children’s Understanding of Emotion and Its Relation to Their Social Behaviors

DENG Ci-ping, SANG Biao, MIAO Xiao-chun

Department of Psychology, East China Normal University, Shanghai

Online:2002-01-15 Published:2002-01-15

摘要/Abstract

摘要： 研究通过采用家庭情绪表露问卷、表情辨识程序和幼儿社会行为教师评估问卷,对82名3～4岁幼儿的家庭情绪表露气氛、情绪认知和社会行为表现进行测查,并分析三者间的相互关系。结果表明:(1)幼儿的情绪认知与其亲社会行为和退缩行为显著相关;(2)家庭情绪表露与幼儿情绪认知发展显著相关;(3)家庭情绪表露可能通过影响幼儿的情绪认知发展,进而影响幼儿的社会行为表现。

关键词: 情绪认知, 社会行为, 幼儿, 家庭情绪气氛

Abstract: Eighty-two 3-and 4-year-olds who just enrolled in one kindergarten were examined in order to explore developing relations between their understanding of emotion and their social behaviors.Their family emotional expressiveness was also surveyed by family emotional expressiveness questionnaires just before they enrolled in kindergarten.Their understanding of emotion was assessed by one experimenter after they had been in preschool for 2 months.At the end of the first semester,their development of social behaviors was assessed by their close teachers.It was found in that the differnet aspects of their parents'emotional expressiveness had a bit different relations to their development of emotion understanding and social behaviors.The study also replicated and extended the findings that young children's emotion understanding may mediate between their family expressiveness and their development of social behaviors.

Key words: emotion understanding, young children’s development, social behaviors, family emotional expressiveness

中图分类号:

B844.1

邓赐平, 桑标, 缪小春. 幼儿的情绪认知发展及其与社会行为发展的关系研究[J]. 心理发展与教育, 2002, 18(1): 6-10.

DENG Ci-ping, SANG Biao, MIAO Xiao-chun. The Development of Young Children’s Understanding of Emotion and Its Relation to Their Social Behaviors[J]. Psychological Development and Education, 2002, 18(1): 6-10.

参考文献

[1] Miller,SA.(1998).Developmental research method(2nd Edition).New Jersey:Prentice-Hall.
[2] Dunn,J.(2000).Mind-reading,Emotion understanding,and relationships.International Journal Behavioral Development,24(2),142-144.
[3] Dunn,J.,Brown,J.,Slomkowski,C.,Tesla,C.,&Youngblade,L.(1991).Young Children's understanding of other people' s feelings and beliefs:Individual differences and their antecedents.Child Development,62,1352-1366.
[4] Dunn,J.,Brown,J.,&Beardsall,L.(1991).,Family talk about feeling states and children's later understanding of others' emotions.Developmental Psychology ,27,448-455.
[5] Denham S.(1986).Social cognition,prosoeial behavivior,and emotion in preschoolers:contextual validation.Child Development,57,194-201.
[6] Parke RD.,Ladd GW.(Eds.).(1992).Family-peer relationships:Models of linkage.Hillsdale,NJ:Erlbaum,107-134.
[7] Denham S.,McKinley M.,Couehoud E,&Holt R.(1990).Emotional and behavioral predietors of preschool peer ratings.Child Development,61,1145-1152.
[8] Dunn J,Bretherton I,Munn P.(1987).conversation about feeling states between mothers and their yound children.Developmental Psychology,23,1321-39.
[9] Walden T,Field T.(1990).Preschool children's social compe-tence and production and discrimination of affeetive experiences.British Journal of Developmantnl Psychology.,43,65-76.
[10] Cassidy J,Parke RD,Butkovsky L,Braungart J.(1992).Family-peer connection:The roles of emotional expressiveness within family and children's understanding of emotion.Child Development,63,603-618.
[11] 邓赐平.幼儿的社会认知、社会适应行为发展及其与家庭环境系统的联系.(1998年华东师范大学硕士学位论文).
[12] Lin,CC &Fu,VR.(1990)A comparison of child-rearing practices among Chinese,immigrant Chinese and Cancaslan-American patents.Child Developmnet,451,429-433.
[13] Coie JD,Dodge KA,Coppetelli H.(1982).Dimensions and types of social status:A cross-age perspective.Developmental Psychology,18,557-570.
[14] Astington,J.W.,Harris,P.L.,& Olson,D.R.(1988).Developing theories of mind.Cambridge.:Cambridge University Press.

相关文章 15

[1]	章洁敏, 陶云, 杨舒涵, 陈睿. 亲社会行为的概念表征及其方法述评[J]. 心理发展与教育, 2024, 40(2): 298-304.
[2]	高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[3]	王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[4]	张文洁, 范增, 黎蕾, 刘毅, 钟毅平. 接受对象的常规行为与资源需求对5～6岁幼儿分享行为的影响[J]. 心理发展与教育, 2023, 39(4): 465-472.
[5]	牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[6]	银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.
[7]	赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[8]	李强强, 胡佳. 时间定价启动与主观社会阶层对亲社会行为的影响[J]. 心理发展与教育, 2023, 39(3): 360-368.
[9]	刘双, 李梅, 冯晓杭, 张向葵. 幼儿掌控动机与能力关系的纵向研究:任务类型与气质的调节作用[J]. 心理发展与教育, 2023, 39(2): 161-172.
[10]	王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[11]	雷晓玲, 赵冬梅, 杨文娇, 田晓红. 青少年家庭功能与亲社会行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(6): 786-792.
[12]	刘晓洁, 李燕. 母亲感知的共同教养对幼儿行为问题的影响：一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(5): 626-634.
[13]	王斯麒, 赵彬璇, 吴红, 刘伟. 婚姻质量对儿童亲社会行为的影响:父母积极情绪表达和教养行为的链式中介作用及其性别差异[J]. 心理发展与教育, 2022, 38(3): 323-330.
[14]	唐蕾, 刘衍玲, 杨营凯. 亲社会行为的认知过程及脑神经基础[J]. 心理发展与教育, 2022, 38(3): 437-446.
[15]	张和颐, 洪秀敏. 家庭认知环境与0~3岁婴幼儿发展的关系:有调节的中介效应[J]. 心理发展与教育, 2022, 38(2): 178-185.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed