Individual differences in children's understanding of emotion: the roles of attachment and language.
Individual differences in children's understanding of emotion: the roles of attachment and language.
复制标题
DOI：
10.1080/14616730210123139
复制
发表时间：
2002-04-01
影响因子：
3.2
通讯作者：
Harris, Paul L
中科院分区：
文献类型：
--
作者：
de Rosnay, Marc;Harris, Paul L
越来越多的证据表明，安全依恋与儿童对情感的理解之间存在关系（Fonagy & Target，1997；Harris，1999）。当前的实验询问，当情绪理解测试包含依恋相关材料时，这种关系是否特别明显，或者在包含和不包含依恋相关材料的测试中同样标记。对 3 至 6 岁的儿童进行了一项新颖的情感理解测试（母婴分离测试视频），其中包含挑衅性依恋主题和情感中立的情感理解测试。他们在两种类型的测试中表现相当一致——要么都通过，要么都失败。此外，通过分离焦虑测试同时测量的依恋安全性有助于两项测试的正确表现。当控制其他个体差异（年龄、言语心理年龄和性别）时，这种贡献仍然存在。讨论了依恋和情感理解之间关系的可能解释。
There is accumulating evidence of a relationship between secure attachment and children's understanding of emotion (Fonagy & Target, 1997; Harris, 1999). The current experiment asked if this relationship is particularly evident when the test of emotion understanding includes attachment-related material or is equally marked on tests with and without attachment-related material. Children ranging from 3-6 years were given a novel test of emotion understanding (the Mother-Infant Separation Test Video) that incorporated provocative attachment themes and also an affectively neutral test of emotion understanding. They performed quite consistently on both types of test-either passing both or failing both. In addition, attachment security, measured concurrently by means of the Separation Anxiety Test, contributed to a correct performance on both tests. This contribution remained when other individual differences were controlled for (age, verbal mental age and gender). Possible explanations of the relationship between attachment and emotion understanding are discussed.