Bennett David S, Bendersky Margaret, Lewis Michael
Drexel University College of Medicine, Philadelphia, PA, USA.
Cogn Emot. 2005 Apr;19(3):375-396. doi: 10.1080/02699930441000201.
Individual differences in emotion knowledge were examined among 188 4-year-old, predominantly African American children. Cognitive ability and negative emotionality, maternal characteristics (parenting, verbal intelligence, and depressive symptoms), environmental risk, and child sex were examined as predictors of emotion knowledge. Regression analyses indicated that cognitively skilled children who resided in relatively low risk environments with verbally intelligent mothers possessed greater emotion knowledge. Proximal (4-year) child cognitive ability was a stronger predictor than distal (2-year) cognitive ability. Positive parenting at 4 years was correlated with child emotion knowledge, but this relation disappeared when parenting was examined in the context of other predictors. These findings highlight the potential role of child cognitive ability, along with environmental risk and maternal verbal intelligence, in children's emotion knowledge and demonstrate the importance of examining a variety of predictors for their unique contribution to emotion knowledge.
对188名主要为非裔美国的4岁儿童的情绪知识个体差异进行了研究。研究考察了认知能力、负面情绪、母亲特征（育儿方式、语言智力和抑郁症状）、环境风险和儿童性别作为情绪知识的预测因素。回归分析表明，居住在风险相对较低环境中、母亲具有语言智力的认知能力较强的儿童拥有更丰富的情绪知识。4岁时儿童的近端认知能力比2岁时的远端认知能力是更强的预测因素。4岁时积极的育儿方式与儿童情绪知识相关，但当在其他预测因素的背景下考察育儿方式时，这种关系消失了。这些发现凸显了儿童认知能力以及环境风险和母亲语言智力在儿童情绪知识中的潜在作用，并证明了考察各种预测因素对情绪知识独特贡献的重要性。
