【作者】 王雪珂； 冯廷勇；

【Author】 XueKe Wang;TingYong Feng;School of Psychology,Southwest University;

【机构】 西南大学心理学部；

【摘要】 先前研究表明情绪理解与言语能力之间高度相关,但是言语能力对儿童情绪发展的作用机制目前并不清楚,特别是情绪理解的发展是否必须依赖于言语能力。因此,本研究设计了纵向追踪和干预训练两个研究去探究言语能力在儿童情绪理解发展中的作用。首先,本研究对92名4-5岁儿童进行了为期一年的纵向追踪研究,分析儿童情绪理解与言语能力在两个时间段上的相关关系和预测关系;此外,为了探究言语能力是否在情绪理解发展中起作用,本研究还进行干预训练研究,采用前后测设计,对实验组进行每周2次,共10次的情绪理解训练,对照组不进行任何训练。结果发现:(1)不同时间段的儿童情绪理解与言语能力之间均存在显著正相关,但随着年龄的增长,两者的相关性逐渐降低;(2)追踪研究发现,儿童的言语能力能够预测情绪理解,但情绪理解预测不了言语能力;(3)干预研究发现,实验组和对照组的情绪理解在前测上差异不显著,训练后实验组儿童的情绪理解能力显著高于对照组,干预训练对情绪理解有显著提升效果,同时也发现言语能力在儿童情绪理解的发展过程中不起作用。研究表明儿童的情绪理解与言语能力之间存在"单通道"的发展模式,具体表现在,儿童情绪理解的发展既有以言语为工具的发展通道,又存在独立于言语能力的发展通道。更多还原

【Abstract】 Previous studies have shown that understanding and verbal ability are highly correlated, but the mechanism of speech ability on children’s emotion development is currently unclear, especially whether the development of emotion understanding must rely on verbal ability. Therefore, the present study designed two studies of longitudinal tracking and intervention training to explore the role of verbal ability in the development of children’s emotional understanding. First, this study conducted a one-year longitudinal follow-up study of 92 children aged 4-5 years, analyzing the relationship and predictive relationship between children’s emotion comprehension and verbal ability in two time periods.Moreover, in order to explore whether verbal ability plays a role in the development of emotional comprehension, intervention training was also conducted in this study. In the post-test design, the experimental group received emotion understanding training twice a week for 10 times, while the control group did not receive any training. The results showed that:(1) the emotion understanding and verbal ability were significantly positively correlated in children at two time periods, but the correlation between them gradually decreased with the increase of age;(2) longitudinal trackingstudy found that verbal ability can predict emotion understanding in children, but emotion understanding can not predict verbal ability;(3) Intervention training study found that no significant differences emerged between the experimental group and control group in emotion understandingat pre-test. After training,children’s emotion understanding in the experimental group was significantly higher than that in the control group. Intervention training had a significant effect on improving emotion understanding. The findings showed that there was a "single-channel" development model between children’s emotion understanding and verbal ability. Specifically, the development of children’s emotion understanding had both a development channel with words as a tool and a development channel independent of verbal ability.更多还原