Emotional Expression in Infancy: I. Initial Studies of Social Signaling and an Emergent Model
Emotional Expression in Infancy: I. Initial Studies of Social Signaling and an Emergent Model
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婴儿期的情绪表达：I. 社交信号和涌现模型的初步研究
DOI：
10.1007/978-1-4684-2616-8_5
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发表时间：
1978
期刊：
影响因子：
--
通讯作者：
T. D. Wade
中科院分区：
文献类型：
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作者：
R. Emde;D. Kligman;J. Reich;T. D. Wade
这个故事，一个描述的故事，开始时是一个关于理解情感发展的研究奥德赛中令人烦恼的小路，但现在它已经成为一个吸引人的冒险。我们的项目以一种似乎直接而简单的方式开始，首先是对微笑的婴儿的研究，然后是对哭泣的婴儿的研究。我们在多种背景下研究了这些行为，生理，社会和发展（Emde & Harmon，1972; Emde，Gaensbauer，& Harmon，1976），但是，作为精神病学家，我们遇到了一个问题。在我们的纵向研究过程中，我们越来越被一个困扰的问题所困扰：我们是如何知道我们称之为婴儿情绪的东西与老年患者谈论的后来的情绪体验有关的，我们在临床工作中发现如此重要？很明显，前语言婴儿不能告诉我们他的感受。在使用各种观点来解决这个问题时，我们很快就发现，仅仅通过生理或情境相关性来定义或“索引”情绪是不可靠的，也没有什么意义。但是，随着我们在家中和实验室中继续进行纵向研究，我们用一种牢固植根于自然主义环境的观点来安慰自己。当我们专注于将情绪视为表情，视为非语言交流时，我们感到放心，因为我们发现面部表情和其他我们认为是情绪的行为定期传达（1）感受和（2）照顾和社会互动的信息，这两种信息对父母来说都是有意义的。尽管如此，我们的观察仍处于轶事描述的水平，我们意识到需要更系统的努力。
This story, one of description, began as a bothersome byroad in a research odyssey concerned with understanding emotional development, but it has now become an absorbing adventure in its own right. Our program started in what seemed like a direct and simple fashion, first with studies of babies who smiled and then with babies who cried. We studied these behaviors in multiple contexts, physiological, social, and developmental (Emde & Harmon, 1972; Emde, Gaensbauer, & Harmon, 1976), but then, as psychiatrists, we encountered a concern. In the course of our longitudinal studies, we became increasingly bothered by a nagging question: How did we know that what we were calling emotional in babies was related to the later emotional experience that older patients talk about and that we find so central in our clinical work? Obviously, the preverbal infant could not tell us how he felt. In using a variety of viewpoints to bear on this problem, we soon learned that defining or “indexing” emotions by physiological or situational correlates alone was unreliable and made little sense. But as we continued our longitudinal studies, both in the home and in the laboratory, we reassured ourselves with one view, firmly rooted in the naturalistic setting. When we concentrated on viewing emotions as expressions, as nonverbal communications, we were reassured because we found that facial expressions and other behaviors that we presumed to call emotional regularly communicated (1) feelings and (2) messages for caretaking and social interaction, and that both of these were meaningful for parents. Nonetheless, our observations were at the anecdotal-descriptive level, and we realized that more systematic efforts were needed.