Laptook Rebecca S, Klein Daniel N, Olino Thomas M, Dyson Margaret W, Carlson Gabrielle
Department of Psychology, Stony Brook University, Stony Brook, New York, 11794-2500.
Pers Individ Dif. 2010 Apr;48(5):547-551. doi: 10.1016/j.paid.2009.12.003.
The present report replicates and extends our previous study using a laboratory assessment of child temperament and behavior to distinguish the affective component, low positive affect (PA), of the broader positive emotionality construct from behavioral inhibition (BI) in a larger, independent sample. Additionally, we examined whether laboratory-assessed traits could be distinguished on parent/teacher reports of related constructs. Low positive emotionality and BI share the core feature of low approach/engagement and are often not distinguished in the literature, despite presumed differences in underlying motivation. We examined these traits in novel and non-novel laboratory contexts. Similar to previous findings, we found that in novel situations, children with low PA and children with high BI exhibited similar levels of approach, and both groups exhibited lower approach than controls. In contrast, in non-novel situations, children with low PA exhibited significantly lower levels of approach than children with high BI and controls. Finally, we also found external evidence for the distinction between laboratory-defined low PA and high BI on parent and teacher reports of child temperament.
本报告重复并扩展了我们之前的研究，在一个更大的独立样本中，通过对儿童气质和行为进行实验室评估，将更广泛的积极情绪结构中的情感成分，即低积极情绪（PA），与行为抑制（BI）区分开来。此外，我们还研究了在家长/教师对相关结构的报告中，实验室评估的特质是否能够被区分。低积极情绪和行为抑制具有低趋近/参与的核心特征，尽管潜在动机可能存在差异，但在文献中它们常常没有被区分开来。我们在新颖和非新颖的实验室情境中研究了这些特质。与之前的研究结果相似，我们发现，在新颖情境中，低PA儿童和高BI儿童表现出相似的趋近水平，且两组的趋近水平均低于对照组。相比之下，在非新颖情境中，低PA儿童表现出的趋近水平显著低于高BI儿童和对照组。最后，我们还在家长和教师对儿童气质的报告中，找到了实验室定义的低PA和高BI之间存在差异的外部证据。
