Follow-up of a Pretend Play Intervention: Effects on Play, Creativity, and Emotional Processes in Children
Follow-up of a Pretend Play Intervention: Effects on Play, Creativity, and Emotional Processes in Children
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假装游戏干预的后续行动：对儿童游戏、创造力和情感过程的影响
DOI：
10.1080/10400410802391892
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发表时间：
2008
影响因子：
2.6
通讯作者：
S. Russ
中科院分区：
文献类型：
--
作者：
M. Moore;S. Russ
本研究以45名小学一、二年级儿童为研究对象，探讨了假装游戏干预后2-8个月的效果。据推测，假装游戏将在干预组中得到改善，并且他们在游戏，创造力和情感过程的测量中得分高于控制组。受试者被随机分配到情感组、想象组或控制组。从基线到随访，想象组的多重游戏得分显著增加，与对照组相比，积极情感表达的频率得分显著较高。结果表明，游戏技能是可以提高的，认知游戏技能对情感过程的影响可能比预期的要大。
This study investigated the effects of a pretend play intervention on 45 first and second grade children 2–8 months post-intervention. It was hypothesized that pretend play would be improved in the intervention groups and that they would score higher than controls on measures of play, creativity, and emotional processes. Subjects were randomly assigned to an affect, imagination, or control group. The imagination group significantly increased on multiple play scores from baseline to follow up and compared with controls, scores on frequency of positive affect expression were significantly higher. Differences on other scores were not found. Results indicate that play skills can be improved and cognitive play skills may have a stronger impact on affective processes than anticipated.
影响因子：
4.6
作者：
DENHAM, SA
通讯作者：
DENHAM, SA