Hessler Danielle M, Fainsilber Katz Lynn
Department of Psychology, University of Washington, Seattle, WA 98195-1525, USA.
Dev Psychol. 2007 Jan;43(1):27-38. doi: 10.1037/0012-1649.43.1.27.
The authors examined the notion that children's emotion regulation (ER) is a uniform skill by (a) investigating the concordance between self-report of ER and physiological measures and by (b) examining ER in a specific context (e.g., peer provocation) and context-free manner (e.g., during a semistructured interview of ER abilities). Seventy-two children in middle childhood (average age = 9 years) participated. Time-locked measures of heart rate reactivity and recovery were obtained in response to provoking comments, and vagal regulation was measured throughout the provocation session. Children who reported greater dysregulation showed increased heart rate reactivity to provocative comments (i.e., steeper heart rate slope) but no difference in heart rate recovery. The context-free but not the context-specific self-report measure was associated with a failure to suppress vagal tone. Implications for ER measurement and children's peer relations are discussed.
作者通过以下方式检验了儿童情绪调节（ER）是一种统一技能这一观点：（a）调查ER的自我报告与生理测量之间的一致性，以及（b）在特定情境（如同伴挑衅）和无情境方式（如在ER能力的半结构化访谈期间）下检查ER。72名童年中期儿童（平均年龄 = 9岁）参与了研究。针对挑衅性评论获取了心率反应性和恢复的时间锁定测量值，并在整个挑衅过程中测量迷走神经调节。报告调节能力较差的儿童对挑衅性评论表现出更高的心率反应性（即心率斜率更陡），但心率恢复没有差异。无情境但非特定情境的自我报告测量与无法抑制迷走神经张力有关。讨论了对ER测量和儿童同伴关系的影响。
