Department of Child and Adolescent Studies, California State University Fullerton, Fullerton, CA 92834, USA.
J Exp Child Psychol. 2012 Aug;112(4):467-83. doi: 10.1016/j.jecp.2012.04.010. Epub 2012 May 18.
Research suggests that emotions influence children's ability to discern fantasy from reality; however, reasons for this association remain unknown. The current research sought to better understand the mechanisms underlying children's distinctions by examining the roles discrete emotions and context have in 3- to 5-year-olds' evaluations of fantasy and reality. In Study 1, children's fantasy-reality distinctions of images depicting happy, frightening, or sad events were obtained under two conditions: Children responded freely or were motivated to respond accurately. When responding freely, older children reported that happy and sad fantastic and real events could occur but frightening events could not. When motivated to respond accurately, children's accuracy improved for fantasy but not for reality. Study 2 examined real events exclusively and found that children may lack the knowledge that frightening, but not happy or sad, real events can occur. The findings provide new insight into how emotions affect children's fantasy-reality distinctions.
研究表明，情绪会影响儿童辨别幻想与现实的能力；然而，这种关联的原因尚不清楚。本研究旨在通过考察离散情绪和情境在 3 至 5 岁儿童对幻想和现实的评价中的作用，更好地理解儿童区分的机制。在研究 1 中，在两种条件下获得了描绘快乐、恐惧或悲伤事件的图像的儿童的幻想-现实区分：儿童自由反应或被激励以准确反应。当自由反应时，年龄较大的儿童报告说，快乐和悲伤的奇幻和真实事件可能发生，但恐惧的事件不可能发生。当被激励以准确反应时，儿童对幻想的准确性提高了，但对现实的准确性没有提高。研究 2 专门研究了真实事件，发现儿童可能缺乏这样的知识，即恐惧的真实事件，但不是快乐或悲伤的真实事件可以发生。这些发现为情绪如何影响儿童的幻想-现实区分提供了新的见解。
