儿童内疚情绪与初级情绪的发展差异
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摘要
情绪发展是儿童社会性发展领域的重要内容,在儿童的社会化过程中起着非常重要的作用。20世纪初期和中期,受行为主义和认知心理学的影响,情绪被看做是附属的心理过程和人类活动的干扰因素。随着情绪研究的日益发展,研究者对情绪的看法有了很大的改变。在发展心理学领域,情绪被看做是个体生命连续发展的动力核心。目前,有关儿童情绪发展的研究已经成为发展心理学研究领域中的重要内容。
已有的研究从情绪发展的机制、情绪表达的发展、情绪理解的发展及情绪调节的发展等方面对儿童情绪发展进行了深入的研究。然而,纵观这些研究,我们不难发现,研究者将主要精力集中于儿童初级情绪的发展上,在很大程度上忽视了儿童自我意识情绪的发展。本研究以自我意识情绪之一的内疚情绪与初级情绪为研究对象,主要运用实验法,结合问卷调查、临床访谈和ERP技术,对内疚情绪与初级情绪的发展差异及内部认知加工过程的差异进行了深入的研究。研究共包含三大部分。
第一部分为文献资料综述。首先对儿童情绪发展的研究现状、自我意识情绪的研究现状以及内疚情绪的研究现状进行了系统的回顾、归纳和整理。着重对自我意识情绪与初级情绪的差异、自我意识情绪的研究现状及内疚情绪的研究现状进行了详细介绍。然后在对面临的问题进行分析的基础上提出了本研究的理论假设和研究设想。
第二部分为实证研究。主要涉及儿童内疚情绪与初级情绪的发展差异及内部认知加工差异两个方面。其中前两项研究采用临床访谈及现场研究的方法揭示儿童内疚情绪与初级情绪在发展趋势上的差异及其对儿童亲社会行为的不同影响作用。第三项研究采用实验室实验的方法,以情绪启动研究范式为依据,初步揭示儿童内疚情绪与初级情绪的内部认知加工差异。最后一项研究采用ERP技术,对儿童内疚情绪与初级情绪加工过程中的神经机制进行了初步探索。研究结果如下:
(1)小学儿童的初级情绪理解能力好于内疚情绪的理解能力,1年级小学儿童已经能够很好地理解初级情绪,且在整个小学阶段一直保持较高的理解水平；内疚情绪的理解能力随年龄增长逐渐提高,并不断接近初级情绪的理解能力。
(2)相对于人际交往情景,小学儿童在学业情景中表现出了较高的内疚情绪理解能力；在学业情景中,1年级到3年级是小学儿童内疚理解能力快速发展的时期,且3年级和5年级小学儿童已经表现出了较好的内疚情绪理解能力。
(3)初级情绪难过与内疚情绪对儿童亲社会行为水平的影响不同,前者不能促进儿童亲社会行为水平的提高,而后者能促进儿童亲社会行为水平的提高。
(4)当个体将注意力集中于不同的方面,产生的情绪状态也有所不同。当儿童将注意力集中于外在不良后果时,他们会产生难过情绪,但当他们将注意力集中于自己的不良行为时,会产生内疚情绪。
(5)儿童内疚情绪与初级情绪的内在认知加工过程不同。对内疚情绪加工需要在有意识的状态下进行,需要较多的认知资源,而且启动内疚情绪能促使个体做出更多的亲社会反应；而对初级情绪的加工在意识状态和无意识状态下均能进行,且在两种条件下对其他心理操作的影响力不同；在无意识状态下启动初级情绪会促使个体更快速地做出亲社会反应,但在意识状态下启动初级情绪则会使个体做出较少的亲社会反应。
(6)ERP的研究结果表明,儿童对初级情绪和内疚情绪的加工差异主要表现在高级认知加工过程中,儿童对生存性初级负性情绪投入的心理资源最多,这种倾向在左脑最为明显。对初级情绪与内疚情绪的早期加工阶段,男生与女生表现出不同的发展趋势,男生对生存性初级负性情绪的早期加工比较迅速,但在不同情绪上分配的注意资源和主动朝向上没有差异；女生则对社会性情绪的早期加工比较迅速,但在初级情绪上的主动朝向较强且分配较多的注意资源。
研究的第三部分在本研究结果的基础上,结合其他相关研究的结论,对儿童内疚情绪与初级情绪的发展差异、对亲社会行为的影响、内部认知加工过程等进行了整合与归纳,并对本研究中存在的问题进行了分析与反思,在此基础上提出进一步研究的设想。
Emotion development plays a very important role in the children's socialization, which is a important content in the development of children's sociality. Emotion was regarded as a subsidiary psychological process and an interference factor of human activity in the initial and mid-twentith century, becaurse of the influence of behaviourism and cognitive psychology. The researchers changed their view about emotion with the development of emotion studies. In development psychology domain, emotion is seen as dynamic core of continuous development of individual. Now, the study of children's emotion development played an important role in development psychology.
The extant literature on emotion development focused on the mechanism of emotion development, the development of emotion expression, the development of emotion unstanding and the development of emotion regulation. However, most of these studies payed more attention to the basic emotions, which neglected the important kind of emotions---the self-conscious emotions. The present research will focus on the guilt emotion (one of self-conscious emotions) and the basic emotion. A series of experiments were designed to study the developmental difference and the difference of cognitive processing between guilt emotion and the basic emotions by the experimental method, questionnaire method, clinical enterviewing method and ERP technique. The whole dissertation included three parts.
In the first part of the dissertation, a review on the children's emotion development, self-conscious emotions and guilt emotion was presented. We focused on the differences between the self-conscious emotions and the basic emotions, the research status of self-conscious emotions and guilt emotion. Based on these analyses, the theory hypothesis and the research assumption were brought forward.
The second part consists of a series of studies, which focused on the development difference and the difference of cognitive processing between guilt emotion and the basic emotions. The first two studies involved about the development difference between guilt and the basic emotions by clinical interviewing method, the effect of children's guilit emotion and sad emotion on their prosocial behaviors by the field study method. The third study explored the difference of cognitive processing between guilt emotion and the basic emotion by the exprimental method, on the basis of the affective priming paradigm. The last one made a primary research in the neural mechanism about the difference of cognitive processing between guilt emotion and the basic emotions. The results are showed as following:
(1) the pupils displayed better ability of unstanding of the basic emotions than guilt emotion. the1year pupils unstanded the basic emotions well, and they kept the better ability in primary school. the pupils'understanding ability of guilt emotion kept on increasing with age, and was toward to their unstanding ability of the basic emotions gradually.
(2) compared to interpersonal communication situation, the pupils displayed better abilty of understanding guilt in the study situation. the first to three grade is the rapid growth of pupils' understanding of guilt and the3year and5year pupils displayed the better ability of unstanding guilt in the study situation.
(3) there was difference effect on the children's prosocial behaviors between sad emotion and guilt emotion, the children's prosocial behaviors wouldn't be increased if they feel sad, when they feel guilt, their prosocial behaviors would be increased.
(4) the children would emerge different emotion when they pad attention to the different aspect, if they pay attention to their own bad result, they would feel sad, but if they pay attention to bad effect of their own behaviors on the group, they would feel guilt.
(5) the children had different cognitive process between guilt emotion and the basic emtions. the children payed more cognitive resources to guilt emotion, and the mental processing of guilt emotion must be in the states of consciousness. the children's prosocial behaviors would be increased when guilt emotion would be primed. however, the mental processing of the basic emotions could be in the states of consciousness and unconsciousness. when the basic emotion would be primed, in the state of unconsciousness, children would produce prosocial behaviors more quickly, but children's prosocial behaviors were less in the state of consciousness.
(6) from the ERP, there were difference in the advanced cognitive process between the basic emotions and guilt emotion. children payed more mental resources to the survival negative basic emotions, and this tendency was most obvious in the left brain. there was different developmental trend in the early process of the basic emotions and guilt emotion between boys and girls. for boys, the survival negative basic emotions were processed more quickly in the early process, and there was no difference in the mental resources among the different emotions and in the active orientation. however, the social emotions were processed more quickly in the early process by girls, and they would face to the basic emotions more and pay more attention to the basic emoitons.
The third part of the dissertation was a general discussion of the whole research. Based on the results of this research and others, the author demonstrated the developmental difference of guilt emotion and the basic emotions, the different effect on the prosocial behaviors and the different cognitive process between this two kinds of emotions. At last, the author analyzed the value and problem of this research and pointed out the future direction of such research.
已有的研究从情绪发展的机制、情绪表达的发展、情绪理解的发展及情绪调节的发展等方面对儿童情绪发展进行了深入的研究。然而,纵观这些研究,我们不难发现,研究者将主要精力集中于儿童初级情绪的发展上,在很大程度上忽视了儿童自我意识情绪的发展。本研究以自我意识情绪之一的内疚情绪与初级情绪为研究对象,主要运用实验法,结合问卷调查、临床访谈和ERP技术,对内疚情绪与初级情绪的发展差异及内部认知加工过程的差异进行了深入的研究。研究共包含三大部分。
第一部分为文献资料综述。首先对儿童情绪发展的研究现状、自我意识情绪的研究现状以及内疚情绪的研究现状进行了系统的回顾、归纳和整理。着重对自我意识情绪与初级情绪的差异、自我意识情绪的研究现状及内疚情绪的研究现状进行了详细介绍。然后在对面临的问题进行分析的基础上提出了本研究的理论假设和研究设想。
第二部分为实证研究。主要涉及儿童内疚情绪与初级情绪的发展差异及内部认知加工差异两个方面。其中前两项研究采用临床访谈及现场研究的方法揭示儿童内疚情绪与初级情绪在发展趋势上的差异及其对儿童亲社会行为的不同影响作用。第三项研究采用实验室实验的方法,以情绪启动研究范式为依据,初步揭示儿童内疚情绪与初级情绪的内部认知加工差异。最后一项研究采用ERP技术,对儿童内疚情绪与初级情绪加工过程中的神经机制进行了初步探索。研究结果如下:
(1)小学儿童的初级情绪理解能力好于内疚情绪的理解能力,1年级小学儿童已经能够很好地理解初级情绪,且在整个小学阶段一直保持较高的理解水平；内疚情绪的理解能力随年龄增长逐渐提高,并不断接近初级情绪的理解能力。
(2)相对于人际交往情景,小学儿童在学业情景中表现出了较高的内疚情绪理解能力；在学业情景中,1年级到3年级是小学儿童内疚理解能力快速发展的时期,且3年级和5年级小学儿童已经表现出了较好的内疚情绪理解能力。
(3)初级情绪难过与内疚情绪对儿童亲社会行为水平的影响不同,前者不能促进儿童亲社会行为水平的提高,而后者能促进儿童亲社会行为水平的提高。
(4)当个体将注意力集中于不同的方面,产生的情绪状态也有所不同。当儿童将注意力集中于外在不良后果时,他们会产生难过情绪,但当他们将注意力集中于自己的不良行为时,会产生内疚情绪。
(5)儿童内疚情绪与初级情绪的内在认知加工过程不同。对内疚情绪加工需要在有意识的状态下进行,需要较多的认知资源,而且启动内疚情绪能促使个体做出更多的亲社会反应；而对初级情绪的加工在意识状态和无意识状态下均能进行,且在两种条件下对其他心理操作的影响力不同；在无意识状态下启动初级情绪会促使个体更快速地做出亲社会反应,但在意识状态下启动初级情绪则会使个体做出较少的亲社会反应。
(6)ERP的研究结果表明,儿童对初级情绪和内疚情绪的加工差异主要表现在高级认知加工过程中,儿童对生存性初级负性情绪投入的心理资源最多,这种倾向在左脑最为明显。对初级情绪与内疚情绪的早期加工阶段,男生与女生表现出不同的发展趋势,男生对生存性初级负性情绪的早期加工比较迅速,但在不同情绪上分配的注意资源和主动朝向上没有差异；女生则对社会性情绪的早期加工比较迅速,但在初级情绪上的主动朝向较强且分配较多的注意资源。
研究的第三部分在本研究结果的基础上,结合其他相关研究的结论,对儿童内疚情绪与初级情绪的发展差异、对亲社会行为的影响、内部认知加工过程等进行了整合与归纳,并对本研究中存在的问题进行了分析与反思,在此基础上提出进一步研究的设想。
Emotion development plays a very important role in the children's socialization, which is a important content in the development of children's sociality. Emotion was regarded as a subsidiary psychological process and an interference factor of human activity in the initial and mid-twentith century, becaurse of the influence of behaviourism and cognitive psychology. The researchers changed their view about emotion with the development of emotion studies. In development psychology domain, emotion is seen as dynamic core of continuous development of individual. Now, the study of children's emotion development played an important role in development psychology.
The extant literature on emotion development focused on the mechanism of emotion development, the development of emotion expression, the development of emotion unstanding and the development of emotion regulation. However, most of these studies payed more attention to the basic emotions, which neglected the important kind of emotions---the self-conscious emotions. The present research will focus on the guilt emotion (one of self-conscious emotions) and the basic emotion. A series of experiments were designed to study the developmental difference and the difference of cognitive processing between guilt emotion and the basic emotions by the experimental method, questionnaire method, clinical enterviewing method and ERP technique. The whole dissertation included three parts.
In the first part of the dissertation, a review on the children's emotion development, self-conscious emotions and guilt emotion was presented. We focused on the differences between the self-conscious emotions and the basic emotions, the research status of self-conscious emotions and guilt emotion. Based on these analyses, the theory hypothesis and the research assumption were brought forward.
The second part consists of a series of studies, which focused on the development difference and the difference of cognitive processing between guilt emotion and the basic emotions. The first two studies involved about the development difference between guilt and the basic emotions by clinical interviewing method, the effect of children's guilit emotion and sad emotion on their prosocial behaviors by the field study method. The third study explored the difference of cognitive processing between guilt emotion and the basic emotion by the exprimental method, on the basis of the affective priming paradigm. The last one made a primary research in the neural mechanism about the difference of cognitive processing between guilt emotion and the basic emotions. The results are showed as following:
(1) the pupils displayed better ability of unstanding of the basic emotions than guilt emotion. the1year pupils unstanded the basic emotions well, and they kept the better ability in primary school. the pupils'understanding ability of guilt emotion kept on increasing with age, and was toward to their unstanding ability of the basic emotions gradually.
(2) compared to interpersonal communication situation, the pupils displayed better abilty of understanding guilt in the study situation. the first to three grade is the rapid growth of pupils' understanding of guilt and the3year and5year pupils displayed the better ability of unstanding guilt in the study situation.
(3) there was difference effect on the children's prosocial behaviors between sad emotion and guilt emotion, the children's prosocial behaviors wouldn't be increased if they feel sad, when they feel guilt, their prosocial behaviors would be increased.
(4) the children would emerge different emotion when they pad attention to the different aspect, if they pay attention to their own bad result, they would feel sad, but if they pay attention to bad effect of their own behaviors on the group, they would feel guilt.
(5) the children had different cognitive process between guilt emotion and the basic emtions. the children payed more cognitive resources to guilt emotion, and the mental processing of guilt emotion must be in the states of consciousness. the children's prosocial behaviors would be increased when guilt emotion would be primed. however, the mental processing of the basic emotions could be in the states of consciousness and unconsciousness. when the basic emotion would be primed, in the state of unconsciousness, children would produce prosocial behaviors more quickly, but children's prosocial behaviors were less in the state of consciousness.
(6) from the ERP, there were difference in the advanced cognitive process between the basic emotions and guilt emotion. children payed more mental resources to the survival negative basic emotions, and this tendency was most obvious in the left brain. there was different developmental trend in the early process of the basic emotions and guilt emotion between boys and girls. for boys, the survival negative basic emotions were processed more quickly in the early process, and there was no difference in the mental resources among the different emotions and in the active orientation. however, the social emotions were processed more quickly in the early process by girls, and they would face to the basic emotions more and pay more attention to the basic emoitons.
The third part of the dissertation was a general discussion of the whole research. Based on the results of this research and others, the author demonstrated the developmental difference of guilt emotion and the basic emotions, the different effect on the prosocial behaviors and the different cognitive process between this two kinds of emotions. At last, the author analyzed the value and problem of this research and pointed out the future direction of such research.
引文
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