Preschoolers' understanding of the link between thinking and feeling: cognitive cuing and emotional change.
Preschoolers' understanding of the link between thinking and feeling: cognitive cuing and emotional change.
复制标题
学龄前儿童对思维和感觉之间联系的理解：认知暗示和情绪变化。
DOI：
10.1111/j.1467-8624.1997.tb01986.x
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发表时间：
1997
影响因子：
4.6
通讯作者：
Flavell,JH
中科院分区：
文献类型：
--
作者：
Lagattuta,KH;Wellman,HM;Flavell,JH
在三项研究中，我们调查了3至6岁儿童的思维和感觉知识，通过考察他们对过去悲伤事件的记忆被当前环境中的物体提示时情绪如何变化的理解。在研究1中，研究人员向48名4、5、6岁的儿童展示了4个绘本故事，这些故事的主人公都经历了轻微的悲伤事件。之后，每个故事角色都会遇到与他或她之前的悲伤经历相关的视觉线索。孩子们被告知这个角色感到悲伤，并被要求解释原因。研究1表明，在4岁到6岁之间，在理解心理活动对情绪的影响方面有相当大的能力和实质性的发展。研究2和研究3更系统地探讨了学龄前儿童在不同情境和线索下对认知线索和情绪变化的理解。在这两项研究中，108名3岁、4岁和5岁的孩子听了配有插图的故事，故事中的人物都经历了一件悲伤的事情，后来他们被暴露在一个相关的线索中。孩子们不仅被要求解释为什么人物会突然感到悲伤，而且在一些故事中，他们还被要求预测和解释另一个从未参加过过去悲伤事件的人物会有什么感受。研究2和研究3的结果显示，一些年仅3岁的儿童对认知线索和情绪有初步的理解，复制并扩展了学龄前儿童对认知线索和情绪的理解发生重大发展变化的证据，并揭示了学龄前儿童对认知线索和情绪知识的强度和一致性受到线索是否相同或仅与早期事件的部分相似的影响。
In 3 studies we investigated 3- through 6-year-olds' knowledge of thinking and feeling by examining their understanding of how emotions can change when memories of past sad events are cued by objects in the current environment. In Study 1, 48 4-, 5-, and 6-year-olds were presented with 4 illustrated stories in which focal characters experience minor sad events. Later, each story character encounters a visual cue that is related to one of his or her previous sad experiences. Children were told that the character felt sad, and they were asked to explain why. Study 1 suggested considerable competence as well as substantial development in the years between 4 and 6 in the understanding of the influence of mental activity on emotions. Studies 2 and 3 more systematically explored preschoolers' understanding of cognitive cuing and emotional change with different types of situations and cues. Across these 2 studies, 108 3-, 4-, and 5-year-olds listened to illustrated stories that featured story characters who each experienced a sad event and who were later exposed to a related cue. Children were not only asked to explain why the characters suddenly felt sad, but in some stories, they were also asked to predict and explain how another character, who was never at the past sad event, would feel. Results of Studies 2 and 3 showed an initial understanding of cognitive cuing and emotion in some children as young as 3, replicated and extended the evidence for significant developmental changes in that understanding during the preschool years, and revealed that the strength and consistency of preschoolers' knowledge of cognitive cuing and emotion was affected by whether cues were the same, or only similar to, parts of the earlier events.