【摘要】 目的:探究小学儿童情绪认知的发展特点。方法:采用计算机实验方法和反应时评价指标,运用80对情绪词汇推测小学儿童对四个不同类别情绪(基本积极情绪、基本消极情绪、积极自我意识情绪、消极自我意识情绪)的认知发展差异,以及对引发情绪的原因、情绪的外在行为反应、情绪的后继调节三个维度的认知发展差异。结果:小学儿童对引发情绪的原因、外在行为反应、后继调节三个维度的反应时差异有统计学意义(1289.5、1164.6、1295.7,F=13.535,P<0.001),且三个维度认知反应时2年级学生均长于4、6年级(P<0.01),对四个不同类别情绪认知的反应时差异无显著性(1237.1、1269.8、1222.8、1305.2,F=1.520,P=0.220),四个类别的情绪认知反应时2年级均长于4、6年级(P<0.01)。结论:儿童对情绪行为认知的加工速度最快,对消极自我意识认知的发展相对较慢,且均在2-4年级间发展迅速。更多还原

【Abstract】 Objective:To explore the development of emotional cognition of primary school children.Methods:80 couples of emotional words were used.These words included 4 kinds of emotion(positive basic emotion,passive basic emotion,positive self conscious emotion,passive self conscious emotion)and 3 sub-emotional cognitions(Knowledge about the reason of emotion,knowledge about behaviors of emotion and knowledge about emotion regulation).We recorded subjects’ reaction time(RAT)to explore the primary school children’s emotional cognition development.Results:The students had different RAT in different dimensions(1289.5,1164.5,1295.7,F=13.53,P<0.001),but had no difference among the four categories.Primary school children’s emotional cognition developed with age.The RAT of those of grade 2 were longer than that of grade 4 and grade 6 in all four catagories and three dimensions.Conclusion:Children’s reaction to behavior cognition is fastest,that to negative cognition is slower.The development occurs during grade 2 to grade 4..更多还原