害怕、惊讶与厌恶情境中幼儿情绪表达策略差异
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摘要
本研究运用改进后的工具测量208名4～6岁幼儿在害怕、惊讶和厌恶三种情境中的情绪表达策略,结果发现4～6岁幼儿更倾向于掩饰和弱化自己的害怕和厌恶情绪,综合运用掩饰、夸大和弱化等策略调节惊讶情绪;幼儿在害怕和厌恶情境中使用情绪表达策略的总次数多于惊讶情境,尤其是掩饰策略的使用次数明显多于惊讶情境,但夸大策略的使用次数少于惊讶情境;幼儿使用情绪表达策略的能力随年龄的增长而逐渐提高,4～5岁是其发展的关键阶段;弱化策略运用较多,仅次于掩饰策略,使用最少的是平静化策略。成人应及时了解幼儿的真实情绪,把握幼儿情绪表达策略的发展特点,为幼儿创设可利用的支持性环境,综合采取多种方法提升幼儿的情绪调节能力。
The improved tool was used to measure the emotional expression strategies of 208 children aged 4～6 years in GL City A kindergarten in the three situations of fear,surprise and disgust. It is found that children aged 4 ～6 are more inclined to mask and weaken their fear and disgust,and use masking,exaggeration and weakening to adjust their surprise;In the fear and disgusting situation,children use the emotional expression strategy more often than the surprise situation,especially masking is obviously more than the surprise situation,but the exaggerated strategy is less than the surprise situation;The 4～6 years old children's emotional expression strategy is able to use with the increase of age,it gradually increases.4～5 years old is the key stage of its development;Weakening is used more,and only after the masking,the least used is calming. Therefore,adults should understand the true emotions of young children in a timely manner,provide them with better support and protection;grasp the key stages of the development of children's emotional expression strategies, create a supportive environment that can be used, and comprehensively adopt various methods to promote children's emotional adjustment ability.
The improved tool was used to measure the emotional expression strategies of 208 children aged 4～6 years in GL City A kindergarten in the three situations of fear,surprise and disgust. It is found that children aged 4 ～6 are more inclined to mask and weaken their fear and disgust,and use masking,exaggeration and weakening to adjust their surprise;In the fear and disgusting situation,children use the emotional expression strategy more often than the surprise situation,especially masking is obviously more than the surprise situation,but the exaggerated strategy is less than the surprise situation;The 4～6 years old children's emotional expression strategy is able to use with the increase of age,it gradually increases.4～5 years old is the key stage of its development;Weakening is used more,and only after the masking,the least used is calming. Therefore,adults should understand the true emotions of young children in a timely manner,provide them with better support and protection;grasp the key stages of the development of children's emotional expression strategies, create a supportive environment that can be used, and comprehensively adopt various methods to promote children's emotional adjustment ability.
引文
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[36]刘影,桑标,龚少英,等.情绪表达抑制功能的文化差异[J].心理科学进展,2016,24(10):1647-1654.
[39][50]任志楠,张馨,刘航,等.壮族4~6岁儿童情绪表达规则的发展[J].民族教育研究,2018,29(1):103-109.
[40]史冰,苏彦捷.儿童情绪伪装能力的发展和影响因素[J].心理科学进展,2005,13(2):162-168.
[44]魏勇刚,吴睿明,李红,等.抑制性控制在幼儿执行功能与心理理论中的作用[J].心理学报,2005,37(5):598-605.
[45]王玲凤.幼儿情绪调节与“冷”“热”抑制控制的发展特点[J].学前教育研究,2013(3):56-62.
[51]HARRIS P L,DONNELLY K,GUZ G R,et al.Children’s understanding of the distinction between real and apparently emotion[J].Child Development,1986,(57):895-909.
[53]窦全能.不同失望诱因下幼儿情绪表达规则运用的差异分析[J].教育导刊,2017(6):38-42.
[54]刘玉娟,方富熹.儿童情绪伪装能力的发展研究[J].心理科学,2004,27(6):1386-1388.
[55]姜媛,林崇德.情绪自我控制发展的影响因素[J].心理发展与教育,2010(6):658-664.
[2]HELENA K,MECHTHILD F,MANFRED H.Felt or false smiles?Volitional regulation of emotional expression in 4-,6-,and 8-year-old children[J].Child Development,2015,86(2):579-597.
[3][43]刘航,刘秀丽,陈憬,等.学前儿童情绪表达自发性控制的发展及心理理论的作用[J].教育研究,2017(11):91-99.
[4]JONES D C,ABBEY B B,CUMBERLAND A.The development of display rule knowledge:linkage with family expressiveness and social competence[J].Child Development,1998,69(4):1209-1222.
[5][13][24][47][52]侯瑞鹤,俞国良.儿童对情绪表达规则的理解与策略的使用[J].心理科学,2006,29(1):18-21.
[6][7]侯瑞鹤,俞国良,林崇德.儿童对情绪表达规则的认知发展[J].心理科学进展,2004,12(3):387-394.
[8][23][32][49]GOSSELIN P,WARREN M,DIOTTE M.Motivation to hide emotion and children’s understanding of the distinction between real and apparent emotions[J].The Journal of Genetic Psychology,2002,163(4),479-495.
[9][14][29][41]刘凤玲.学前儿童情绪表达规则认知能力的发展研究[D].长春:吉林大学,2009:1-2,18.
[10][16][30][42]张金荣,杜春霞,杨丽珠.3~5岁幼儿对情绪表达规则的理解与运用[J].幼儿教育(教育科学),2010(9):22-27.
[11][21][26][27]王军利,王玲,吴东女,等.生气、高兴和伤心情境中幼儿情绪表达策略差异[J].应用心理学,2012,18(4):332-340.
[12]JOSEPHS I E.Display rule behavior and understanding in preschool children[J].Journal of Nonverbal Behavior,1994(18):301-326.
[15]李妮.9~11岁儿童情绪表达规则认知的发展及其同伴接纳关系研究[D].南昌:江西师范大学,2010:3.
[17][25][48]杨文琪.幼儿在消极情绪情境中使用情绪表达规则的性别差异[J].学前教育研究,2011(10):42-47.
[19]李娜.幼儿情绪表达规则认知与运用的发展[D].北京:首都师范大学,2011:1-2.
[20]何洁,徐琴美.幼儿生气和伤心情绪情景理解[J].心理学报,2009(1):62-68.
[22][46]GNEPP J,HESS D L R.Children’s understanding of verbal and facial display rules[J].Developmental Psychology,1986,22:103-108.
[28]张月娇,王振宏.儿童对情绪表达规则的理解与运用:发展及适应意义[J].心理研究,2010,3(2):20-26.
[37]杨丽珠,董光恒.3~5岁幼儿自我控制能力结构研究[J].心理发展与教育,2005,4(2):7-12.
[31]王欣,靳静娜,李松,等.厌恶与悲伤情境图片诱发负性情绪的脑电机制差异探索[J].生物医学工程学杂志,2015,32(6):1165-1172.
[33][38]王军利.3~5岁幼儿表情标签与识别能力及情绪表达规则认知的发展研究[D].金华:浙江师范大学,2012:Ⅱ.
[34]徐琴美,鞠晓辉.儿童情绪表现规则知识的发展及其影响因素[J].浙江大学学报(人文社会科学版),2005,35(5):94-99.
[35]孟昭兰.体验是情绪的心理实体:个体情绪发展的理论探讨[J].应用心理学,2000,6(2):48-52.
[36]刘影,桑标,龚少英,等.情绪表达抑制功能的文化差异[J].心理科学进展,2016,24(10):1647-1654.
[39][50]任志楠,张馨,刘航,等.壮族4~6岁儿童情绪表达规则的发展[J].民族教育研究,2018,29(1):103-109.
[40]史冰,苏彦捷.儿童情绪伪装能力的发展和影响因素[J].心理科学进展,2005,13(2):162-168.
[44]魏勇刚,吴睿明,李红,等.抑制性控制在幼儿执行功能与心理理论中的作用[J].心理学报,2005,37(5):598-605.
[45]王玲凤.幼儿情绪调节与“冷”“热”抑制控制的发展特点[J].学前教育研究,2013(3):56-62.
[51]HARRIS P L,DONNELLY K,GUZ G R,et al.Children’s understanding of the distinction between real and apparently emotion[J].Child Development,1986,(57):895-909.
[53]窦全能.不同失望诱因下幼儿情绪表达规则运用的差异分析[J].教育导刊,2017(6):38-42.
[54]刘玉娟,方富熹.儿童情绪伪装能力的发展研究[J].心理科学,2004,27(6):1386-1388.
[55]姜媛,林崇德.情绪自我控制发展的影响因素[J].心理发展与教育,2010(6):658-664.