Department of Psychology, Boston College, McGuinn Hall, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, USA.
Br J Dev Psychol. 2010 Sep;28(Pt 3):565-81. doi: 10.1348/026151009x457550d.
Understanding and recognition of emotions relies on emotion concepts, which are narrative structures (scripts) specifying facial expressions, causes, consequences, label, etc. organized in a temporal and causal order. Scripts and their development are revealed by examining which components better tap which concepts at which ages. This study investigated whether a facial expression or a brief story describing an emotion's cause and consequence was the stronger cue to basic-level and social emotions. Children (N = 120, 4-10 years) freely labelled the emotion implied by faces and, separately, stories for six basic-level emotions (happiness, anger, fear, surprise, disgust, and contempt) and three social emotions (embarrassment, compassion, and shame). Cause-and-consequence stories were the stronger cue overall, especially for fear, disgust, and social emotions. Faces were the stronger cue only for surprise. Younger children assimilated social emotions into basic-level emotion categories (sadness and anger); older children differentiated them. Differentiation occurred earlier for stories than for faces.
理解和识别情绪依赖于情绪概念，它是一种叙事结构（脚本），指定了表情、原因、后果、标签等，并按照时间和因果顺序组织。通过检查哪些组件在哪些年龄段更好地反映哪些概念，可以揭示脚本及其发展。本研究探讨了面部表情或描述情绪原因和后果的简短故事，哪个是基本情绪和社会情绪的更强提示。儿童（N=120，4-10 岁）自由地为六种基本情绪（快乐、愤怒、恐惧、惊讶、厌恶和轻蔑）和三种社会情绪（尴尬、同情和羞耻）的面孔和单独的故事贴上情绪标签。总的来说，原因和后果的故事是更强的提示，尤其是对于恐惧、厌恶和社会情绪。只有对于惊讶，面孔才是更强的提示。年幼的孩子将社会情绪同化到基本情绪类别（悲伤和愤怒）中；年长的孩子则对它们进行了区分。与面孔相比，故事的区分出现得更早。
