Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (2): 6-13.
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PAN Miao-miao, SU Yan-jie
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[1] 姚端维,陈英和,赵延芹.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,2004,20(2):12-16. [2] Denham S A,Couchoud E A.Young preschoolers' understanding of emotions.Child Study Journal,1990,20(3):171-193. [3] Denham S A,Couchoud E A.Young preschoolers' ability to identify emotions in equivocal situations.Child Study Journal,1990,20(3):153-169 [4] Brown J R,Dunn J.Continuities in emotion understanding from three to six years.Child Development,1996,67(3):789-802. [5] 乔建中,饶虹.国外儿童情绪调节研究的现状.心理发展与教育,2000,16(2):49-52. [6] 陆芳,陈国鹏.儿童情绪调节的发展研究.心理科学,2003,26(5):928-929. [7] Eisenberg N,Sadovsky A,Spinrad T L.Associations of emotion related regulation with language skills,emotion knowledge,and academic outcomes.New Directions for Child and Adolescent Development,2005(109):103-118. [8] Denham S A,McKinley M,Couchoud E A,Holt H.Emotional and behavioral predictors of preschool peer ratings.Child Development,1990,61(4):1145-1152. [9] Denham S A,Blair K A,DeMulder E,et al.Preschool emotional competence:pathway to social competence? Child Development,2003,74(1):238-256. [10] Slomkowski C,Dunn J.Young children's understanding of other people's beliefs and feelings and their connected communication with friends.Developmental Psychology,1996,32(3):442-447. [11] Eisenberg N,Fabes R A,Bernzweig J,et al.The relations of emotionality and regulation to preschoolers'social skills and sociometric status.Child Development,1993,64(5):1418-1438. [12] Eisenberg N,Fabes R A,Karbon M,et al.The relations of children's dispositional prosocial behavior to emotionality,regulation,and social functioning.Child Development,1996,67(3):974-992. [13] Eisenberg N,Pidada S,Liew J.The relations of regulation and negative emotionality to Indonesian children's social functioning.Child Development,2001,72(6):1747-1763. [14] Garner P W,Jones D C,Miner J M.Social competence among low-income preschoolers:Emotion socialization practices and social cognitive correlates.Child Development,1994,65(2):622-637. [15] Villanueva L,Clementa R,Garcia F.Theory of mind and peer rejection at school.Social development,2000,9(3):271-283. [16] 赵景欣,申继亮,张文新.幼儿情绪理解、亲社会行为与同伴接纳之间的关系.心理发展与教育,2006,22(1):1-8. [17] Cassidy K W,Werner R S,Rourke M,Zubernis L S,Balaraman G.The relationship between psychological understanding and positive social behaviors.Social Development,2003,2(12):198-221. [18] Arsenio W F,Cooperman S,Lover A.Affective predictors of preschoolers' aggression and peer acceptance:direct and indirect effects.Developmental Psychology,2000,36(4):438-448. [19] 温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报,2005,37(2):268-274. [20] Thompson R A.Emotion regulation:A theme in search of definition.In N.A.(Ed) The development of emotion regulation:Biological and behavioral consideration.Monographs of the Society for Research in Child Development,1994,59(2-3):25-52.见 S.A.,Denham,K.A.,Blair,E.,DeMulder,J.,Levitas,K.,Sawyer,S.,Auerbach-Major,& P.,Queenan.Preschool emotional competence:pathway to social competence.? Child Development,2003,74(1):238-256. [21] MacKinnon D P,Lockwood C M,Hoffman J M.A new method to test for mediation.Paper presented at the annual meeting of the Society for Prevention Research,Park City,UT.1998,June.见温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报,2005,37(2):268-274. [22] 张文新.儿童社会性发展.北京师范大学出版社,1999.p151. |
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