Garner P W, Power T G
School of Human Sciences and Humanities, University of Houston--Clear Lake, TX 77058, USA.
Child Dev. 1996 Aug;67(4):1406-19.
The present research evaluated a conceptual model that links temperament, emotional knowledge, and family expressiveness to preschoolers' emotion regulation ability. The emotional understanding of 82 preschoolers was assessed with 2 separate tasks. After the second emotional knowledge task, the children were presented a "disappointing" prize, and their facial displays of positive and negative affect were recorded. The children and their mothers also participated in a game designed to elicit maternal expressive behavior. Mothers provided information about the preschoolers' temperament and about the frequency of positive and negative affect expressed within their families. Results indicated that children's positive displays when presented the "disappointing" prize were inversely related to the temperamental dimension of emotional intensity and positively associated with children's understanding of emotion. Maternal reports of sadness within the family were inversely related to children's positive affective displays. Children's negative emotional displays in the disappointment situation were inversely related to observed maternal positive emotion. The findings from this study give greater specification to the unique and joint contributions of temperament, emotional knowledge, and family expressiveness in predicting preschoolers' expressive control of emotion.
本研究评估了一个概念模型，该模型将气质、情绪知识和家庭表达性与学龄前儿童的情绪调节能力联系起来。通过两项独立任务评估了82名学龄前儿童的情绪理解能力。在第二项情绪知识任务之后，给孩子们展示一个“令人失望的”奖品，并记录他们正面和负面情绪的面部表现。孩子们和他们的母亲还参与了一个旨在引发母亲表达行为的游戏。母亲们提供了有关学龄前儿童气质以及家庭中正面和负面情绪表达频率的信息。结果表明，孩子们在面对“令人失望的”奖品时的正面表现与情绪强度的气质维度呈负相关，与孩子们对情绪的理解呈正相关。母亲报告的家庭中的悲伤情绪与孩子们的正面情感表现呈负相关。在失望情境中孩子们的负面情绪表现与观察到的母亲的正面情绪呈负相关。本研究的结果进一步明确了气质、情绪知识和家庭表达性在预测学龄前儿童情绪表达控制方面的独特和共同作用。
