Pretend Play, Creativity, and Emotion Regulation in Children
Pretend Play, Creativity, and Emotion Regulation in Children
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DOI：
10.1037/a0026299
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发表时间：
2012-05-01
影响因子：
3.6
通讯作者：
Russ, Sandra
中科院分区：
文献类型：
--
作者：
Hoffmann, Jessica;Russ, Sandra
这项研究的目的是探讨儿童假装游戏、创造力、情绪调节和执行功能之间的关系。使用游戏情感量表（APS）评估假装游戏过程，该量表测量儿童的认知和情感过程，例如情节的组织或情感的使用。 61 名从幼儿园到四年级的女性参与者接受了评估，使用 APS 来测量假装游戏能力、发散思维任务（替代用途测试）、评估创造力的讲故事任务、执行功能测量（威斯康星卡片分类任务，简式；WCST-64）以及情绪调节检查表（ERC）的家长报告。通过相关分析，假装游戏与通过发散思维和讲故事来衡量的创造力显着相关，并且与情绪调节相关。游戏中的情感表达与讲故事中的情感表达显着相关，表明跨情境稳定性。发散思维能力与讲故事的创造力显着相关。一般来说，相关性的大小是中等效应大小。没有发现与执行功能有显着关系。这项研究的结果支持了游戏、创造力和情绪调节之间存在联系的理论。
The aim of this study was to examine relationships among pretend play, creativity, emotion regulation, and executive functioning in children. Pretend play processes were assessed using the Affect in Play Scale (APS), which measures children's cognitive and affective processes, such as organization of a plot or use of emotions. Sixty-one female participants, in kindergarten through fourth grade, were assessed using the APS to measure pretend play ability, a divergent thinking task (the Alternate Uses Test), a storytelling task to assess creativity, a measure of executive functioning (the Wisconsin Card Sorting Task, Short Form; WCST-64), and parent report on the Emotion Regulation Checklist (ERC). Using correlational analyses, pretend play significantly related to creativity as measured by divergent thinking and storytelling, and related to emotion regulation. Affect expression in play was significantly related to affect expression in storytelling suggesting cross-situational stability. Divergent thinking ability was significantly related to creativity in storytelling. In general the magnitudes of the correlations were of medium effect size. No significant relationships were found with executive functioning. The results of this study support theories that suggest play, creativity, and emotion regulation are linked.