Sousa Mariana, Cruz Sara, Silva-Fernandes Anabela, Alves Diana
The Psychology for Development Research Center (CIPD), Lusíada University, 4100-346 Porto, Portugal.
The Psychology for Development Research Center (CIPD), Lusíada University, 4100-346 Porto, Portugal.
J Exp Child Psychol. 2025 Mar;251:106131. doi: 10.1016/j.jecp.2024.106131. Epub 2024 Nov 30.
Using a mediation model, this study examined the role of verbal intelligence and emotion knowledge in peer acceptance in a sample of Portuguese preschool children. Participants were 444 5-year-olds (214 girls and 230 boys). Emotion knowledge was assessed with the Portuguese version of the Assessment of Children's Emotion Skills. Verbal intelligence was measured with the Serial Rapid Naming and Semantic Verbal Fluency tests of the Battery of Phonological Assessment. The Social Status Interview was used to assess peer acceptance. We observed a significant indirect effect of verbal intelligence on peer acceptance mediated by emotion knowledge. These results show that cognitive skills, namely the verbal ones, closely and dynamically interact with emotion knowledge in explaining children's acceptance by their peers. The importance of promoting emotion knowledge and verbal intelligence is discussed, given their important contribution to social adjustment at a young age.
本研究采用中介模型，在一组葡萄牙学龄前儿童样本中，考察了言语智力和情绪知识在同伴接纳中的作用。参与者为444名5岁儿童（214名女孩和230名男孩）。情绪知识通过葡萄牙语版的儿童情绪技能评估进行测量。言语智力通过语音评估量表的系列快速命名和语义言语流畅性测试来衡量。采用社会地位访谈来评估同伴接纳情况。我们观察到言语智力通过情绪知识对同伴接纳产生显著的间接影响。这些结果表明，认知技能，即言语技能，在解释儿童被同伴接纳的情况时，与情绪知识密切且动态地相互作用。鉴于情绪知识和言语智力对幼儿社会适应的重要贡献，文中讨论了促进它们发展的重要性。
