儿童情绪认知的发展及其对助人意向的影响  

Children's Emotion Understanding Development and Effects on Helpful Intention

作　　者：胡金生[1] 杨丽珠[1] 李博[1] 

机构地区：[1]辽宁师范大学心理系,大连116029

出　　处：《学前教育研究》2007年第7期37-40,共4页Studies in Early Childhood Education

基　　金：全国教育科学"十五"规划重点课题(项目批准号:BBB010467);辽宁省教育厅高等学校科学研究A类项目(05W139)的阶段性成果

摘　　要：本研究通过自编故事和对儿童的提问,根据儿童回答中涉及他人情绪状态的程度,将儿童的情绪认知分为与故事内容无关、只涉及情境信息、自己经验的投射、共感的理解、再加工的理解5个水平,结果表明:3～5岁幼儿的情绪认知处于情境信息的描述和自己经验的投射阶段,7岁以后共感理解和再加工的理解占优势;情绪认知不存在性别差异,对幼儿的助人意向作用显著。Combined with self-prepared stories and questions to children, this study classifies the children＇s emotion into such five levels as emotion unrelated with stories, emotion only involving situational information, reflection of their own experience, empathic understanding and re-processed understanding according to the degree of relationship to others＇ emotion in the children＇s answers. For the emotion understanding, the result shows that children aged for three to five is in the stage of describing situational information and reflecting their own experience and children after seven years old have an advantage on empathic understanding and re-processed understanding. Furthermore, the result shows no gender difference in emotion understanding and great effects on helpful intention.

关 键 词：儿童的情绪认知 儿童的助人意向 儿童情绪认知的发展 

分 类 号：B844.1[哲学宗教—发展与教育心理学]