SOCIALIZATION OF PRESCHOOLERS EMOTION UNDERSTANDING
SOCIALIZATION OF PRESCHOOLERS EMOTION UNDERSTANDING
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DOI：
10.1037/0012-1649.30.6.928
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发表时间：
1994-11-01
影响因子：
4
通讯作者：
COUCHOUD, EA
中科院分区：
文献类型：
--
作者：
DENHAM, SA;ZOLLER, D;COUCHOUD, EA
对学龄前儿童识别基本情感表达和情境、情感语言及其基本情感（快乐、悲伤、愤怒和恐惧）的自我产生原因的个体差异的贡献进行了调查，时间跨度为2个学龄前年（N = 47;初始M年龄= 41个月）。 一个总的学龄前情绪理解预测的内在的预测因子，儿童年龄和整体认知语言能力。 观察到的社会化，包括对情绪的解释，积极和消极的反应，儿童情绪预测的情绪理解的总和，即使年龄和认知语言能力偏。 社会化预测因素对情绪理解的贡献仅在消极情绪反应方面受到性别的调节，情绪理解得分最低的儿童的母亲表现出更多的愤怒。
Contributions to individual differences in preschoolers' identification of basic emotional expressions and situations, emotion language, and their self-generated causes for basic emotions (happy, sad, angry, and afraid) were investigated across parts of 2 preschool years (N = 47; initial M age = 41 months). An aggregate of preschool emotion understanding was predicted by the intrapersonal predictors, child age and overall cognitive-language ability. Observed socialization, including explanations about emotions, and positive and negative responsiveness to child emotions predicted the aggregate of emotion understanding, even with age and cognitive-language ability partialed. The contribution of socialization predictors to emotion understanding was moderated by sex only for negative emotional responsiveness, and children with the lowest emotion understanding scores had mothers who showed more anger.