ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2006, Vol. 38 ›› Issue (02): 216-222.

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幼儿对不同情境中的情绪认知及其归因

刘国雄;方富熹;赵佳   

  1. 中国科学院心理研究所，北京 100101
  • 收稿日期:2005-03-10 修回日期:1900-01-01 出版日期:2006-03-30 发布日期:2006-03-30
  • 通讯作者: 刘国雄

Preschoolers’-Emotion-Cognition-and-Attribution-under-Different-Situations   

  1. Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
  • Received:2005-03-10 Revised:1900-01-01 Published:2006-03-30 Online:2006-03-30
  • Contact: Liu Guoxiong

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摘要： 考察了90名3~5岁幼儿对4种与情绪关联程度不同的日常情境中，具有积极或是消极行为表现的故事主人公的情绪理解。结果表明：（1）绝大多数幼儿都能理解各情境中具有积极行为的主人公觉得高兴。（2）幼儿对相应的消极情绪认知要相对差一些，并在3~4岁之间获得了较显著的发展进而达到基本能全数理解的水平；尤其是在低关联情境中，幼儿对消极情绪的认知更差一些，且显著低于对高关联情境中的消极情绪认知。（3）60%左右的3岁幼儿能认识到同样情境中具有不同行为表现的个体具有不同的情绪体验，到4、5岁时，幼儿的这一情感观点采择能力获得较大发展并达到成熟水平。（4）幼儿的情绪归因与情绪的性质以及具体的情境有关

关键词: 情境, 行为线索, 心理状态, 情感观点采择, 情绪认知

Abstract: Ninety 3~5-year-olds’ emotion cognition toward protagonists with positive or negative behavior was examined under four everyday situations having different association with emotions. Results showed that: 1) Most preschoolers could understand that the protagonists with positive behavior would feel happy; 2) Their cognition toward negative emotions was some poorer, developed rapidly between 3 and 4 years old and then reached the full understanding. Particularly in the situations lowly associated with emotion, this understanding was even poorer and significantly worse than their cognition toward negative emotions in situations highly associated with emotion. 3) About 60% of the 3-year-olds could understand that individuals with different behaviors under the same situations would feel differently. Such affective perspective taking ability reached the highest level at 4 and 5-year-olds. 4) Preschoolers’ emotion justifications changed with polarity of emotion and situations

Key words: situation, behavior, mental state, affective perspective taking, emotion cognition

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