Liwag M D, Stein N L
Department of Psychology, University of Chicago, IL 60637, USA.
J Exp Child Psychol. 1995 Aug;60(1):2-31. doi: 10.1006/jecp.1995.1029.
Preschool children's memory for real life emotion episodes was assessed by first having their parents generate descriptions of recent events where they had actually observed their children experience happiness, sadness, anger, and fear. The 77 preschool children, 42 boys and 33 girls, were then presented with their parents' recollection of each precipitating event and asked to recall everything they could remember about the emotion episode. Instructions for facilitating retrieval varied across four conditions. In the Control Condition, children were presented with a precipitating event and were asked to recall the entire episode, without being given any emotion cue. In the Emotion Label Condition, children were presented with a precipitating event, were asked to generate a verbal label(s) that corresponded to their emotional reaction to the event, and were asked to recall the entire episode. In the Emotion Face Condition, children generated a verbal label for their emotional reaction, made a face that corresponded to their emotional reaction, and were asked to recall the entire episode. In the Emotion Reinstatement Condition, children labeled their emotional reaction, made a face, and were then asked to reinstate their original emotional reaction as though it were happening in the present. Almost all children recognized and agreed that the precipitating events described by their parents had occurred. Across all emotions, children instructed to use all three emotion cues generated the most detailed, goal-directed, and causally structured accounts, and also recalled more additional experiences associated with each emotion episode. These results show that the quantity, content, and organization of memory for emotional events are affected significantly by reinstatement of the original emotional reaction.
通过首先让学龄前儿童的父母描述他们最近实际观察到孩子经历快乐、悲伤、愤怒和恐惧的事件，来评估学龄前儿童对现实生活中情感事件的记忆。然后向77名学龄前儿童（42名男孩和33名女孩）展示他们父母对每个引发事件的回忆，并要求他们回忆关于情感事件他们所能记得的一切。促进回忆的指示在四种情况下有所不同。在控制条件下，向儿童展示一个引发事件，并要求他们回忆整个事件，不给任何情感提示。在情感标签条件下，向儿童展示一个引发事件，要求他们生成一个与他们对该事件的情感反应相对应的语言标签，并要求他们回忆整个事件。在情感面孔条件下，儿童为他们的情感反应生成一个语言标签，做出与他们的情感反应相对应的表情，并要求他们回忆整个事件。在情感恢复条件下，儿童给他们的情感反应贴上标签，做出表情，然后被要求恢复他们原来的情感反应，就好像它正在当下发生一样。几乎所有儿童都认识到并同意他们父母描述的引发事件确实发生过。在所有情绪中，被指示使用所有三种情感提示的儿童生成了最详细、目标导向且因果结构分明的描述，并且还回忆起了与每个情感事件相关的更多额外经历。这些结果表明，情感事件记忆的数量、内容和组织受到原始情感反应恢复的显著影响。
