Emotional Knowledge and Memory Across Preschool Years

学龄前阶段的情感知识和记忆

• 批准号: 6642159
• 负责人: QI WANG
• 金额: $ 18.63万
• 依托单位: CORNELL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-01 至 2005-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6642159
• 关键词: Chinese American; behavior prediction; behavior test; behavioral /social science research tag; caucasian American; child psychology; clinical research; cognition; culture; early experience; emotions; human subject; immigrant; interview; language; long term memory; longitudinal human study; maternal behavior; mother child interaction; play; preschool child (1-5); racial /ethnic difference; social psychology; videotape /videodisc

DESCRIPTION (provided by applicant): This project aims at testing the influence of children's emotional situation knowledge on their development of autobiographical memory within a cultural-familial context. It examines parent-child interactions over a period of two years, focusing on two distinct populations: European-Americans and Chinese immigrants. Maternal interaction styles will be assessed in laboratory and at home, in relation to children's developing emotional knowledge and autobiographical memory, from 36 to 60 months of age (N=100). Standardized tasks during the first two laboratory visits will include free play, pretend play, story-telling, and memory-sharing. Children's emotional knowledge will be assessed at the beginning and the end of the study. Their autobiographical memory will be assessed at the 48- and 60-month time points. It is expected that cultural differences in maternal interaction styles, including child-centered versus mother-centered play, positive and negative emotional responsiveness, maternal references to feeling states, and causal explanations about emotions, will predict cultural differences in children's emotional understanding, even with initial age and language skills factored out. In turn, children's emotional knowledge will uniquely predict their developing memory ability across the two preschool years. Divergent family socialization practices, evident early in children's lives, will lead to different levels of emotional understanding in children, which will further affect the content, style, and long-term accessibility of their autobiographical memories. Findings from this project will have great implications for current research on autobiographical memory development as well as for policy-making with regard to issues such as education and parenting.

描述（由申请人提供）：本项目旨在测试在文化-家庭背景下儿童情绪情境知识对自传式记忆发展的影响。它在两年的时间里研究了亲子互动，重点关注两个不同的人群：欧洲裔美国人和中国移民。从36个月到60个月（N=100），将在实验室和家中评估母亲的互动方式与儿童发展中的情感知识和自传式记忆的关系。前两次实验室访问期间的标准化任务将包括自由游戏、假装游戏、讲故事和分享记忆。在研究开始和结束时对儿童的情感知识进行评估。他们的自传式记忆将在48个月和60个月的时间点进行评估。母亲互动方式的文化差异，包括以儿童为中心和以母亲为中心的游戏，积极和消极的情绪反应，母亲对感觉状态的参考，以及对情绪的因果解释，预计将预测儿童情绪理解的文化差异，即使不考虑初始年龄和语言技能。反过来，儿童的情感知识将独特地预测他们在两个学龄前时期的发展记忆能力。不同的家庭社会化实践，在儿童早期就很明显，会导致儿童不同程度的情感理解，这将进一步影响其自传体记忆的内容、风格和长期可及性。这项研究的结果将对目前的自传式记忆发展研究以及有关教育和养育子女等问题的政策制定具有重要意义。