儿童情绪伪装能力的发展研究

该文介绍了国外儿童情绪伪装能力发展及其影响因素的近期研究,这些研究结果表明：儿童最早在斗岁出现情绪伪装的认知能力,6岁时这种能力得到完善;儿童对情绪伪装认知能力和对物理属性的表面与真实的区分能力具有潜在的一致的认知基础;儿童情绪伪装能力的完善和错误信念的获得有关;文化通过社会化过程影响儿童的情绪伪装的发展。     

3～6岁儿童情绪伪装认知能力发展及其与错误信念理解的关系

个体的情绪伪装能力是其情绪社会化发展极为重要的方面,选取某幼儿园123名3～6岁儿童为被试,通过“区分外表-真实情绪”任务和“错误信念”任务考察3～6岁儿童情绪伪装认知能力的发展特点,进而探讨情绪伪装认知与错误信念理解的关系.结果表明：（1）儿童情绪伪装认知能力随年龄增长而提高,3～5岁为儿童情绪伪装认知能力的快速发展期;（2）儿童在消极情境下区分内外情绪的能力显著高于在积极情境中的表现;同时,对两种情绪伪装动机（社会适应、自我保护）的认知能力无显著差异;（3）儿童情绪伪装认知和错误信念理解能力显著相关,两种错误信念（意外内容、意外地点）理解都能很好地预测情绪伪装认知能力.     

伪装情绪的人际影响及其作用机制

伪装情绪是指在情绪交互的过程中, 人们展现实际不存在的积极或消极情绪, 放大亦或是压抑原本的情绪。伪装情绪是一种策略选择的结果, 表现者所展现的情绪在当下可能并未发生, 但却能在某种程度上令人信服。目前关于伪装情绪的研究比较分散, 对于伪装情绪人际影响及其作用机制还存在着一定争议。现有文献多从博弈过程、亲社会行为情境、组织情境和领导效果四个方面对伪装情绪的人际效应进行探讨, 其中相关的机制包括情绪接受者的情感反应及“以己度人”的内心过程。未来的研究可以从情绪接受者、群体伪装、伪装情绪效价、认知神经机制以及文化等方面, 对伪装情绪展开深入系统性的研究。     

儿童情绪表达规则发展的影响因素研究综述

近年来,有关儿童情绪表达规则的研究总结了一些影响儿童情绪表达规则的认知发展和运用的因素,这些研究围绕年龄、社会文化、家庭环境、情绪的性质和强度、人际关系,性别等因素,对影响儿童情绪表达规则发展的因素做了较全面、系统的整合。     

道德情绪判断与归因:发展与影响因素

道德情绪判断与归因成为当前有关儿童道德情绪和道德动机发展的研究热点之一。关于儿童道德情绪判断的发展趋势,目前的研究结果仍存在差异,但道德情绪归因总体呈现出由结果定向向道德定向发展的趋势。社会认知因素、情境因素、人格因素等都会影响儿童的道德情绪判断与归因。道德情绪判断与归因具有跨文化的差异。道德情绪判断模式与个体的道德行为之间存在显著相关。未来研究应着重考察那些有认知或行为障碍儿童的道德情绪判断与归因,同时对有效提高儿童道德情绪判断与归因的方法进行探索研究。     

儿童早期亲子间情绪谈话的影响因素

作为父母情绪社会化的一种重要途径,亲子间有关情绪的谈话对儿童个性和社会性的发展意义重大。研究发现,包括文化、种族、社会经济地位在内的外部社会环境,儿童的年龄、性别和依恋等特点,以及父母的依恋、养育观念和心理健康状况等因素,都会对父母与儿童之间有关情绪的谈话产生影响。未来亲子间有关情绪的谈话研究应更多考虑儿童长远发展的社会文化适应性视角,加强对非言语信息、亲子间交互回应行为的分析,拓展儿童中期和青春期的探讨,并进一步细化各项研究指标的差异水平、考虑中介因素的作用。     

关于儿童道德情绪判断的研究进展

该阐释了道德情绪的基本概念,论述了关于儿童道德情绪判断的近期研究结论及其影响因素。3～10岁儿童的道德情绪判断经历了一个从不高兴到高兴再到不高兴的发展过程,这一进程受到儿童的内在社会认知能力(儿童能否理解愿望是一种主观的心理特性、考虑道德因素的能力、观点采择能力,对犯过人格特质的理解等)及其所处的外在情境因素(所面临情境或事件的性质、情境的不一致性等)的影响。最后,作对该领域的研究趋向做出了展望。     

影响儿童情绪自我调节的因素

情绪自我调节较多的研究主要集中在有关情绪自我调节的表现方式和发展阶段水平方面,本文则从情绪自我调节的积极指向方面探讨其影响因素,认为大脑成熟顺序、社会认知发展及文化宗教等方面的因素影响着儿童的情绪自我调节.为对儿童的发展进行更好的干预提供依据.     

情绪教养视角:父母元情绪理念与儿童心理社会适应

父母对自身和子女情绪反应所持的认知态度或理念,决定了其在儿童情绪社会化过程中的情绪反应、教养行为。在对近30年国内外研究梳理的基础上,从情绪教养视角分析了父母元情绪理念的内涵演变,其在儿童社会化过程中的影响机制、年龄效应、调节因素及元情绪训练干预等。关于父母元情绪理念的研究,未来还需在国内加大本土化研究,发展多样化测量方法,拓展研究内容的基础上完善理论研究,进而探索教育培养的实践干预,改善父母情绪社会化理念以促进儿童健康社会化。     

儿童抑郁的相关家庭因素

由于儿童的身心发展特点,他们往往比成人更易出现抑郁等情绪障碍,并更易受到 情绪障碍的不良影响,而家庭环境与儿童的抑郁倾向有着密切的关系。该文从心理行为层面 简要回顾了近年来儿童抑郁及其相关家庭环境方面的研究,包括儿童抑郁的影响因素、调节 性因素及其作用机制,并结合当前脑科学研究在抑郁的神经生理机制方面的一些新发现,对 心理行为层面和神经生理层面研究的整合问题进行了探讨。     

父母元情绪理念、情绪表达与儿童社会能力的关系

对341名学前儿童及其父母进行问卷调查, 考察父母元情绪理念、情绪表达与儿童社会能力的直接与间接关系。结果表明：(1) 父亲情绪教导对儿童社会能力有促进作用, 而情绪紊乱对儿童社会能力有阻碍作用; 父亲的积极情绪表达对儿童社会能力有促进作用, 消极情绪表达则有负向作用; 此外, 父亲情绪教导、情绪紊乱除了对儿童社会能力具有直接作用外, 还通过其情绪表达对儿童社会能力具有间接影响。(2) 母亲情绪教导对儿童社会能力具有积极作用, 而情绪紊乱则具有消极影响; 母亲积极情绪表达对儿童社会能力有促进作用, 而消极情绪表达对儿童社会能力无显著预测关系; 母亲情绪教导通过其积极情绪表达对儿童社会能力具有间接促进作用。     

Emotion Socialization in the Context of Family Risks: Links to Child Emotion Regulation

The current study expands upon the extant literature by examining the influence of contextual risk factors (e.g., parental psychological distress, household income, educational attainment) on parental responses to children’s emotional experiences. Participants included 97 ethnically and demographically diverse mother–child dyads with children ranging in age from 7 to 12. Mothers reported indicators of supportive and unsupportive emotion socialization practices, and measures of child emotion regulation and emotion dysregulation. Higher scores on the familial risk index were positively related to increased emotion dysregulation and negatively related to decreased emotion regulation through mediated effects of mothers’ unsupportive reactions to children’s negative emotional expressions. These findings suggest the importance of considering contextual influences on the emotion socialization process and offer potential avenues to foster adaptive emotional development in the context of high risk.     

Maternal Emotion Regulation and Children’s Behavior Problems: The Mediating Role of Child Emotion Regulation

Children’s difficulties managing emotions are contributors to their behavior problems, and parents’ emotion regulation difficulties are also likely contributors to their children’s regulatory challenges and behavioral difficulties. This study examined the associations among mothers’ emotion regulation, children’s emotion regulation, and children’s behavior problems. Children’s emotion regulation difficulties were hypothesized to mediate the association between maternal difficulties with emotion regulation and children’s internalizing and externalizing problems. A sample of 454 mothers completed the Difficulties in Emotion Regulation Scale, the Emotion Regulation Checklist, and the Child Behavior Checklist for their children aged 3–7. Children’s emotion regulation difficulties accounted for the indirect association between mothers’ lower emotion awareness and both internalizing and externalizing problems. On the other hand, children’s emotional negativity accounted for the indirect association between mothers’ difficulties with emotion regulation and behavior problems. Future directions for research and clinical intervention focused on promoting parental and child emotion regulation are discussed.     

Emotional responses in spider fear are closely related to picture awareness

Theories of emotion propose that responses to emotional pictures can occur independently of whether or not people are aware of the picture content. Because evidence from dissociation paradigms is inconclusive, we manipulated picture awareness gradually and studied whether emotional responses varied with degree of awareness. Spider fearful and non-fearful participants viewed pictures of spiders and flowers at four levels of backward masking while electrodermal activity and heart rate were measured continuously. Recognition ratings confirmed that participants’ picture awareness decreased with masking. Critically, effects of spider fear on emotion ratings and heart rate also decreased with masking. These findings suggest that effects of spider fear on emotion ratings and heart rate are closely related to picture awareness.     

Family Expressiveness Mediates the Relation Between Cumulative Family Risks and Children’s Emotion Regulation in a Chinese Sample

Family expressiveness, a reflection of a family’s emotional environment, has been identified as a critical factor that influences children’s emotion regulation, yet research on this topic is limited, especially in varying cultural contexts. The present study addresses this research gap and expands on the extant literature by examining the influence of family expressiveness on children’s emotional development in the context of cumulative risks (e.g., low annual household income, parental psychological distress, parents’ education level, marital dissatisfaction and the family’s housing situation). Our final sample included one hundred and seventy-eight school-aged children (84 boys and 94 girls) and their biological parents. Results showed that higher scores on the familial risk index were related to increased emotion dysregulation and decreased adaptive emotion regulation, through the mediated effects of positive family expressiveness. Negative expressiveness, however, did not mediate the aforementioned links. Reasons for the different findings regarding positive expressiveness and negative expressiveness were discussed. These findings highlight the importance of cumulative risk on children’s emotional development in the Chinese cultural context and offer potential avenues to promote adaptive emotional development in the context of cumulative risks.     

Person-Centered Maternal Emotion Socialization and Child Temperament: Relations to Children’s Emotion Regulation and Anxiety and Depressive Symptoms

Journal of Child and Family Studies - Maternal emotion socialization and children’s temperament are two foundations of children’s emotional development. Yet, emotion socialization and...     

Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching

Parental emotion coaching involves acknowledging and validating children’s feelings, as well as guiding them on how to manage intense or negative feelings. Although parental emotion coaching has been identified as a potentially important factor for children’s emotional development, research into this topic is scant. The present study examined whether maternal emotion coaching can play a mediational role between family risk (i.e. economic disadvantage, family stress, and maltreatment) and emotion regulation in preschoolers. Seventy-four preschoolers, aged 46–58 months, and their maternal caregivers participated in an observational laboratory study, including a narrative task in which mothers and children reminisced about a mildly upsetting event. We coded these conversations for maternal emotion coaching behaviors with the Family Emotional Communication Scoring System. A family risk score was obtained via the Family Events Checklist and demographic data. We measured children’s emotion regulation with the Emotion Regulation Checklist. Increased family risk was associated with both reduced child emotion regulation and reduced maternal emotion coaching. Maternal emotion coaching partially mediated the relation between family risk and child emotion regulation, in particular child emotional lability. The findings support further research into the possibilities of training mothers in high risk families in emotion coaching skills in order to foster their children’s emotional development.     

Primary caregiver emotional expressiveness relates to toddler emotion understanding

The present study examined the impact of emotional expressiveness in toddlers’ environments on their emotion understanding. Primary caregivers of 35 toddlers completed two surveys regarding the family’s emotional expressiveness and the primary caregiver’s expressivity. Toddlers participated in the Affective Knowledge Test to measure emotion understanding. Toddler emotion understanding related to primary caregiver expressivity, but not family expressiveness. Further, toddler emotion understanding related to primary caregiver Impulse Strength, but not Negative or Positive Emotionality. This suggests that primary caregivers with more impulsive emotional response tendencies may help their children to identify associations between emotional events and reactions.     

父母心理攻击与小学中高年级儿童问题行为的关系：儿童愤怒和悲伤管理的中介作用

以660名小学中高年级儿童及其父母为被试,采用问卷调查法探讨父母心理攻击与学龄中期儿童内外化问题行为之间潜在情绪机制的差异。结果发现：（1）父亲心理攻击显著正向预测儿童外化问题行为,母亲心理攻击显著正向预测儿童内化问题行为;（2）儿童愤怒失调在父亲和母亲心理攻击和儿童外化问题行为之间起中介作用,儿童悲伤失调在母亲心理攻击与儿童内化问题行为之间起中介作用,儿童愤怒应对在母亲心理攻击和儿童内外化问题行为之间存在中介作用。结果表明,父母心理攻击影响儿童内外化问题行为的情绪机制因儿童自身情绪类型与管理策略的不同而表现出差异性。     

Context Sensitivity in Canadian and Japanese Children’s Judgments of Emotion

Previous studies showed that East Asians are more sensitive than North Americans to contextual information, and that the cultural differences in context sensitivity emerge in preschool children. Yet, little is known about whether this generalizes to children’s emotional judgments. The present study tested Canadian and Japanese preschool children and examined cross-culturally the extent to which facial expressions of surrounding people influence judgments of a target person’s emotion. Japanese children were more likely than Canadian children to judge an emotionally-neutral target as more negative (positive) when the background emotion was negative (positive), demonstrating an assimilation effect. Canadian children, however, showed a contrast effect: judging the target person’s neutral emotion as more negative when the background emotion was positive. These data extend extant understanding of emotion recognition by illuminating nuances in perceptual processes across developmental and cultural lines.