听障儿童外部情绪理解研究  

A Comparative Study on External Emotion Understanding with Hearing Disorder Children

作　　者：宋文霞[1] 李娜[2] 张福娟[1] 

机构地区：[1]华东师范大学特殊教育系,上海200062 [2]上海行健职业学院,上海200072

出　　处：《应用心理学》2010年第1期80-88,共9页Chinese Journal of Applied Psychology

摘　　要：通过自编的外部情绪理解问卷,考察了听障儿童表情识别、情绪情景识别和提示物理解等外部情绪理解三个成分的发展状况。结果表明:(1)听力障碍儿童在外部情绪整体理解、表情识别、情绪情景识别和提示物理解四方面的得分都显著低于普通儿童;(2)不同年级听力障碍儿童的外部情绪理解、表情识别、情绪情景识别和提示物理解四方面得分存在显著差异,不同性别听力障碍儿童外部情绪理解差异不显著;年级和性别的交互作用显著;(3)父母听力状况不同的听障儿童,其外部情绪理解水平差异显著。DD儿童的外部情绪整体理解、表情识别和情绪情景识别得分显著高于DH儿童。By means of the self-established external emotion un- derstanding examination, we explored the hearing-disor- der Children＇ s understanding of the external stage emo- tion. The results showed that： （1） the hearing disorder Children＇ s understanding of the external stage emotion was delayed, such as recognition of facial expressions, external causes of emotions and the influence of a re- minder on a present emotional state; （2）There were sig- nificant grade differences in recognition of facial ex- pressions, external causes of emotions and the influence of a reminder on a present emotional state of children with hearing disability. There was no significant gender difference, and grade as well as gender interaction effect was not remarkable. （3）The level of external emotion understanding was significantly influenced by the hearing condition of children＇ s parents.

关 键 词：听障儿童 外部情绪理解 表情识别 情绪情景识别 提示物理解 

分 类 号：B844[哲学宗教—发展与教育心理学]