Correlations Among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes
Correlations Among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes
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DOI：
10.1111/j.1751-228x.2011.01115.x
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发表时间：
2011-06-01
影响因子：
1.8
通讯作者：
Goldstein, Thalia R.
中科院分区：
文献类型：
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作者：
Goldstein, Thalia R.
共情、心理理论和适应性情绪调节是社会功能的关键技能。然而，到目前为止，这些技能可能共同或差异发展的方式尚未得到充分研究。我们探索了这些社会认知技能是如何在青春期早期的一年发展中融合和分化的，以及不同类型的艺术训练：视觉艺术或音乐，以及表演。结果显示，表演与其他艺术训练的效果不同，艺术家和音乐家的预期趋同，但演员的预期趋同程度较低。从艺术与表演训练的认知效果和社会认知的角度对结果进行了讨论。
Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds of arts training: the visual arts or music, and acting. Results show differential effects of acting versus other arts training, with the expected convergence for the artists and musicians but less convergence than predicted for the actors. Results are discussed in light of the cognitive effects of arts and acting training and social cognition as a field.