Continuities in emotion understanding from three to six years
Continuities in emotion understanding from three to six years
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DOI：
10.1111/j.1467-8624.1996.tb01764.x
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发表时间：
1996-06-01
影响因子：
4.6
通讯作者：
Dunn, J
中科院分区：
文献类型：
--
作者：
Brown, JR;Dunn, J
作为一项纵向研究的一部分，47名儿童在3岁时接受了对基本情绪理解的测试，6岁时再次接受了对冲突情绪理解的测试。在这3年期间，发现个体差异具有显著稳定性。3岁时情绪理解的前因与6岁时儿童的理解显著相关，包括参与因果关系的讨论，与哥哥姐姐的积极互动以及语言能力。女孩的表现优于男孩，有一种说法认为，女孩对情绪的理解比男孩与兄弟姐妹关系的质量更密切相关。儿童在家里和学校的负面经验的并发报告有关的矛盾情绪的经验，他们的敏感性。结果进行了讨论的社会起源和儿童的社会认知发展的这一核心方面的影响。
As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development.