摘要
本研究选取143名2～5岁儿童作为被试，以表情再认、表情命名、情绪观点采择任务考察其情绪理解能力发展水平，以皮博迪“图画～词汇”测验考察其语言能力发展水平，并分析儿童情绪理解能力发展与语言能力之间的关系。结果表明：（1）3～4岁是儿童获得表情再认和表情命名能力的关键年龄，4～5岁是儿童情绪观点采择能力发展的关键年龄；（2）对学前儿童而言，表情再认任务最容易，其次是表情命名任务，情绪观点采择任务最困难；（3）儿童的情绪理解能力与语言能力显著相关，即使在控制了年龄因素的影响后，相关仍然显著。
This study aimed to examine children＇s development level of emotion understanding and its relation with language development level.143 children of 2-5-year-old participated in the test of affective naming, affective recognition, affective perspective taking and Peabody picture vocabulary test-revised （PPVT-R）. The results indicate that （1）3-4-year is the critical period for developing affective naming and recognition, and 4-5-year, for emotional perspective-taking; （2）for preschool children, affective recognition task is easier than affective naming, and affective perspective-taking the most difficult; （3）children＇s linguistic ability is significantly correlated with their emotion understanding even with age factor under control.
出处
《幼儿教育（教育科学）》
2010年第1期70-74,共5页
Early Childhood Education(Educational Sciences)
基金
国家自然科学青年基金项目“儿童基于视、听觉线索情绪理解的发展特点”(项目编号:30900407)
教育部人文社会科学青年基金项目“混龄编班对学前儿童情绪理解与调节的影响”
北京市学术创新团队基金项目“儿童青少年情绪社会化及评价研究”的研究成果之一
关键词
学前儿童
情绪理解
语言
心理理论
preschool children
emotion understanding
language
psychological theory
