4-6岁幼儿情绪理解发展及其与家庭环境的联系

【作者】 吴玲玲；

【导师】 邓赐平；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2008， 硕士

【摘要】 近二十年里,幼儿对情绪状态的认知受到了众多研究者的关注。幼儿阶段是情绪理解能力快速发展的时期,情绪理解对幼儿的人际交流和互动、心理健康和认知发展均有重要影响。情绪理解还是儿童心理理论发展的重要组成部分,研究幼儿情绪理解的发展过程及其与家庭环境系统间的关系,有助于丰富和拓展对儿童心理理论发展的认识。本研究选取了91名4-6岁的幼儿园儿童作为被试,采用了传统的“基本情绪辨识任务”和根据Harris近年提出的TEC技术改编的情绪理解任务,从不同层面对4-6岁幼儿情绪理解发展的一般趋势进行了探查,并在假装情境和图片理解两种条件下考察了幼儿情绪理解表现的差异。研究还使用“家庭情绪表露”问卷和“家庭功能评定”问卷对幼儿所生活的家庭环境进行调查,进而探查分析家庭环境如何影响幼儿情绪理解发展。研究得到了一些有意义的结果,概括而言,研究得到了如下一些发现:(1)4-6岁幼儿的情绪理解能力随年龄的增长而提高,在基本情绪的辨识和TEC程序的情绪理解任务上均存在显著的年龄主效应。性别主效应均不显著。(2)幼儿对积极情绪的理解水平显著高于消极情绪,对消极情绪的理解水平显著高于基于信念的情绪理解水平。(3)幼儿的情绪状态辨识是逐渐发展而来的,其对情绪状态不同方面的认识的发展顺序依次是:情绪原因、情绪确认、情绪表达、情绪反应、情绪经历。(4)尽管存在文化差异,在改编版TEC任务中,4-6岁中国儿童的情绪理解发展顺序与西方儿童基本相似。(5)假装情境对幼儿的情绪理解存在显著的易化作用。(6)家庭功能和家庭情绪表露与幼儿的情绪理解发展存在一定的相关性。更多还原

【Abstract】 Over the last two decades, more and more attention has been paid to the development of children’s understanding of emotion. Great developmental changes take place during the preschool years. The development of emotion understanding helps children realize the feeling of others and themselves, and it directs their behavior in interpersonal relationship. What’s more, as one of the key components in Theory of Mind, the study in emotion understanding will rich and expand the researches in ToM.In this study, 91 children aged 4-6 from one local kindergarten were chosen as subjects. Two types of emotion understanding tasks were taken in the study to measure children’s abilities in emotion comprehension (one is emotion interview, the other is an adapted version of the Test of Emotion Comprehension, TEC). In addition, two experimental conditions (pretend context/ picture context) were included in TEC tasks. Besides, in order to investigate the possible contribution of family environment to young children’s emotion understanding, information on the characters of these children’s family environment was collected by administering the Family Emotion Exposure Questionnaire and the Family Functioning Survey to children’s parents.The major findings in this study are as follows:1. Significant and related improvements over time were found for both Emotion Interview tasks performances and TEC (The Test of Emotion Comprehension) task performances, but the gender made no difference.2. Children’s performance in understanding positive emotion was superior to negative emotion, and negative emotion was superior to belief-based emotion.3. In emotion interview tasks, children’s performance showed a developmental sequence: understanding emotion cause > emotion identity > understanding emotion expression > understanding behavior response to emotion > report emotion experience.4. Despite the cultural context difference, Chinese children show a similar development pattern in the sequence of emotional understanding in TEC task to British children.5. Children’s performance in pretend context condition is significantly better than that in picture context condition.6. The characters of family environments are related to children’s performance on some specific tasks.更多还原