SOCIAL COGNITION, PRO-SOCIAL BEHAVIOR, AND EMOTION IN PRESCHOOLERS - CONTEXTUAL VALIDATION
SOCIAL COGNITION, PRO-SOCIAL BEHAVIOR, AND EMOTION IN PRESCHOOLERS - CONTEXTUAL VALIDATION
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DOI：
10.2307/1130651
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发表时间：
1986-02-01
影响因子：
4.6
通讯作者：
DENHAM, SA
中科院分区：
文献类型：
--
作者：
DENHAM, SA
本研究探讨了幼儿社会认知能力、情绪表达与亲社会反应的关系。采用3种类型的措施与27个2和3岁的孩子：结构化的社会认知，结构化评估的情绪反应，和观察编码的情绪显示的反应。结果表明，受试者的社会认知敏锐度和对情绪的不同反应迄今为止一直被低估。此外，在半结构化情境中，情感知识与亲社会行为显著相关。流行情感与亲社会行为的表达有关（例如，经常表达愤怒与情感知识和亲社会行为水平低有关）。因此，这一调查得益于更广泛的概念定义和背景化的措施。
Relations among young preschoolers'' social cognitive abilities, expression of emotions, and prosocial responses to others'' emotions were investigated. 3 types of measures were employed with 27 2- and 3-year-olds: structured social cognitive, structured assessment of response to emotion, and observational coding of response to emotion displays. Results suggested that subjects'' social cognitive acuity and differential responding to emotion have heretofore been underrated. Moreover, affective knowledge was significantly related to prosocial behavior in semistructured situations. Prevalent affect was related to expression of prosocial behavior (e.g., frequent expressions of anger were associated with low levels of affective knowledge and prosocial behavior). Thus this investigation benefited from broader conceptual definitions and contextualized measures.