Amsterlaw Jennifer, Lagattuta Kristin Hansen, Meltzoff Andrew N
Department of Psychology, Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA.
Child Dev. 2009 Jan-Feb;80(1):115-33. doi: 10.1111/j.1467-8624.2008.01249.x.
This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults (N= 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success.
本研究评估了幼儿对情绪和生理状态对认知表现影响的理解。96名5岁、6岁、7岁儿童及成人预测并解释了处于各种生理和情绪状态下的儿童在学业任务中的表现。情景包括：(a) 消极和积极情绪，(b) 消极和积极生理状态，以及 (c) 对照条件。所有年龄组都理解消极情绪和生理状态的损害作用。然而，只有7岁儿童表现出类似成人的推理，认为积极的内在状态具有潜在增强作用，并经常引用认知机制来解释内在状态如何影响表现。这些结果揭示了心理理论的发展，也对儿童日常学业成功具有重要意义。
