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We carried out an investigation with primary-school children on the relationship between both use and comprehension of emotional-state language and emotion understanding. Participants were 100 students between 7 and 10 years old (mean age=8 years and 10 months; SD=15.3 months), equally divided by gender. They completed four tests evaluating their language ability, use of emotional-state language, comprehension of emotional-state language and emotion understanding (EU) respectively. Significant correlations were found between both use and comprehension of emotional-state talk and children's EU. In addition, regression analyses showed that comprehension of emotional-state language, rather than its use, plays a significant role in explaining children's emotion understanding. 相似文献
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Paul B. Pedersen 《Applied and Preventive Psychology》1997,6(4):221-231
Multiculturalism is probably the most important and most misunderstood psychological construct of this decade. This article identifies specific and uniquely valuable contributions of a multicultural perspective and demonstrates the importance of multicultural awareness training as a primary prevention strategy, directed toward preventing multicultural misunderstandings before they happen by training mental health providers to become more aware of their culturally learned assumptions and the contrasting cultural contexts of their clients. The development of recent multicultural theories will be reviewed to demonstrate how the definition of cultural theories have changed over time toward a broader and more complicated perspective. Finally practical applications of culture-centered theories will be reviewed through the presentation of a Cultural Grid for separating behaviors from expectations in each cultural context. 相似文献
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Alice Ann Howard Gola 《Cognitive development》2012,27(1):64
An experimental study investigated the effect of the type of mental verb input (i.e., input with think, know, and remember) on preschoolers’ theory of mind development. Preschoolers (n = 72) heard 128 mental verb utterances presented in video format across four sessions over two weeks. The training conditions differed only in the way the mental verbs were presented: the form (statement or question), the referent (first person or other person), and the interaction style (overheard or interactive). Children who overheard the characters discussing the mental states of someone else, either in statement or question form, significantly improved in their false belief understanding. These experimental findings demonstrate mental verb utterances about other people, even when not directed to the child, scaffold children's attention to differing perspectives, thus more efficiently promoting some aspects of their ToM development. 相似文献
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To test young children’s false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an “accidental transgressor” task, which measured a morally-relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind. 相似文献
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Sandra Leanne Bosacki 《Infant and child development》2015,24(2):175-188
This longitudinal study explored Theory of Mind (ToM), self‐perceptions, and teacher ratings of peer relations of 91 children (52 females, ages 6–8 years) drawn from two schools situated in a mainly Euro‐Canadian, middle socioeconomic status, semi‐rural central Canadian context. ToM, self‐perceptions, and teacher ratings of peer relations were assessed at Time 1 (T1, M = 6 y 2 m) and 2 years later at Time 2 (T2, M = 8 y 5 m). Findings showed that ToM scores and perceptions of global self‐worth and physical appearance significantly increased with time across both genders. Positive longitudinal associations were found between teacher ratings of sociable peer relations at T1 and children's T2 moral self‐perceptions. A positive longitudinal correlation was found between T1 ToM and T2 teacher ratings of anxious/fearful peer relations. Individual variation in ToM at age 6 predicted teacher ratings of anxious and fearful behaviours in 8 year olds. In contrast, teacher ratings at age 6 did not predict ToM ability in 8 year olds. Educational implications for social and emotional competencies are discussed. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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顾客为什么参与创造? ——消费者参与创造的动机研究 总被引:5,自引:1,他引:5
从消费者参与企业价值创造的角度研究了消费者创造动机与创造意愿之间的关系,结果说明,一般创造性理论所证实的认知需求并未对消费者创造意愿产生显著影响,而独特性产品需求、独特性体验需求以及创造激励对消费者创造意愿产生了显著的正面影响研究还发现,信任和创造激励分别调节了独特性产品需求和独特性体验需求与创造意愿之间的关系 相似文献
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IRT中的计量模型较多,不同计量模型适合不同特点的数据资料,实际工作者应根据实际情况选择适当的IRT模型来分析数据。我国是个考试、测评大国,测评的题型丰富多样,在实际应用IRT时,一个模型往往很难反应所有数据资料本身的特点,这时可考虑应用多个IRT模型(即“混合模型”)来分析,以达到对数据的最佳拟合。本文对混合模型的思想方法及原理、参数估计的实现、以及模型性能进行了研究,发现:(1)本文自主开发的混合模型参数估计程序Mix_Tu具有较高的返真性,且与国际知名测量软件Parscale相当。(2)在“项目异常”情况下,Mix_Tu程序对参数b和c的估计受数据异常程度的影响要大于Parscale程序,而对参数a的估计受数据异常程度的影响要小于Parscale程序,而在参数theta上两个程序相当。(3)在“被试异常”情况下,Mix_Tu程序对所有参数的估计受数据异常程度的影响均要小于Parscale程序,Mix_Tu程序表现的更为稳健。 相似文献