Development in children's interpretation of pitch cues to emotions.
Development in children's interpretation of pitch cues to emotions.
复制标题
儿童对情绪音调线索的解释能力的发展。
DOI：
10.1111/j.1467-8624.2011.01700.x
复制
发表时间：
2012
影响因子：
4.6
通讯作者：
Swingley,Daniel
中科院分区：
文献类型：
--
作者：
Quam,Carolyn;Swingley,Daniel
年幼的婴儿会对积极和消极的言语韵律做出反应（A. Fernald，1993），而 4 岁的孩子在词汇信息与副语言线索冲突时依赖词汇信息来表示赞同或反对（M. Friend，2003）。本文探讨了这一令人惊讶的现象，测试了 118 名 2 至 5 岁的孩子在互动任务中使用孤立的音调线索来表达情绪的情况。只有 4 到 5 岁的孩子始终将夸张的、刻板的快乐或悲伤的音高轮廓解释为木偶成功或失败找到玩具（实验 1）或快乐或悲伤（实验 2、3）的证据。两岁和三岁的孩子在同一任务中利用面部和肢体语言线索。作者讨论了这种后期发展的音高线索对情感的使用的影响，并将它们与音高的其他功能联系起来。
Young infants respond to positive and negative speech prosody (A. Fernald, 1993), yet 4‐year‐olds rely on lexical information when it conflicts with paralinguistic cues to approval or disapproval (M. Friend, 2003). This article explores this surprising phenomenon, testing one hundred eighteen 2‐ to 5‐year‐olds’ use of isolated pitch cues to emotions in interactive tasks. Only 4‐ to 5‐year‐olds consistently interpreted exaggerated, stereotypically happy or sad pitch contours as evidence that a puppet had succeeded or failed to find his toy (Experiment 1) or was happy or sad (Experiments 2, 3). Two‐ and 3‐year‐olds exploited facial and body‐language cues in the same task. The authors discuss the implications of this late‐developing use of pitch cues to emotions, relating them to other functions of pitch.