Seja A L, Russ S W
Psychology Department, Case Western Reserve University, Cleveland, OH 44106-7123, USA.
J Clin Child Psychol. 1999 Jun;28(2):269-77. doi: 10.1207/s15374424jccp2802_13.
Examined the relation between affective and cognitive processes in fantasy play and emotional understanding. Sixty-six children in the 1st and 2nd grades played with puppets (Affect in Play Scale; Russ, 1993), answered questions about their understanding of emotions (Kusche Affective Interview-Revised; Kusche, Greenberg, & Beilke, 1988), and completed a measure of verbal intelligence (Wechsler Intelligence Scale for Children-III; Wechsler, 1991). The major finding of this study was that consistent, yet modest, relations were found between dimensions of fantasy play and emotional understanding. Cognitive dimensions of fantasy play, but not affect expression, were related to facets of emotional understanding. These relations were independent of verbal ability. A composite fantasy play score accounted for a significant amount of variance in a composite emotional understanding score when verbal ability was accounted for. Variations in the pattern of correlations for girls and boys suggest sex differences in the relation between fantasy play and emotional understanding. Implications for clinical research and interventions are discussed.
研究了幻想游戏中的情感与认知过程和情绪理解之间的关系。66名一、二年级儿童玩木偶（游戏中的情感量表；拉斯，1993），回答关于他们对情绪理解的问题（库舍情感访谈修订版；库舍、格林伯格和贝尔克，1988），并完成一项言语智力测试（韦氏儿童智力量表第三版；韦克斯勒，1991）。本研究的主要发现是，在幻想游戏维度和情绪理解之间发现了一致但适度的关系。幻想游戏的认知维度而非情感表达与情绪理解的多个方面相关。这些关系与言语能力无关。当考虑言语能力时，综合幻想游戏得分在综合情绪理解得分中占了很大比例的方差。男孩和女孩相关性模式的差异表明幻想游戏与情绪理解之间的关系存在性别差异。讨论了对临床研究和干预的启示。
