Garrison S R, Stolberg A L
J Abnorm Child Psychol. 1983 Mar;11(1):115-29. doi: 10.1007/BF00912182.
From a school population of normal children (third through fifth grades), thirty children initially identified as "angry" were randomly assigned to either an affective imagery training group, an attention group, or a control group. The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences. Teachers recorded pre-, post-, and short term follow-up aggressive behaviors for all thirty children. Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Questionnaire. Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from "angry" towards "sad," and there was a concomitant decrease in observed aggressive classroom behavior.
从一群正常儿童（三年级至五年级）中，最初被认定为“易怒”的30名儿童被随机分配到情感意象训练组、注意力组或对照组。治疗组接受了三次情感意象训练，训练中他们专注于生理变化以及与先前情绪体验相关的想法。教师记录了所有30名儿童在训练前、训练后和短期随访时的攻击性行为。在相同的三个时间点，通过情感问卷记录认知感知和归因。结果表明，由于情感意象训练，易怒儿童的感知和认知从“愤怒”转向“悲伤”，同时课堂上观察到的攻击性行为也随之减少。
