Laible D J, Thompson R A
Department of Psychology, University of Nebraska-Lincoln 68588, USA.
Dev Psychol. 1998 Sep;34(5):1038-45. doi: 10.1037//0012-1649.34.5.1038.
This study was designed to elucidate the association between attachment and emotional understanding in preschool children. Forty children between the ages of 2.5 and 6 years and their mothers participated in the study. Mothers completed the Attachment Q-set, and children took part at their preschools in both an affective perspective-taking task and a series of interviews concerning naturally occurring incidents of emotions. Overall, age and attachment security predicted a child's aggregate score on the emotional understanding tasks. However, when the score was separated by the valence of the emotion, attachment security and age predicted a child's score for only those emotions with a negative valence (e.g., sadness) and not for those emotions with a positive valence (e.g., happiness). Thus, a secure attachment relationship seems to be important in fostering a child's understanding of emotion, primarily negative emotions.
本研究旨在阐明学龄前儿童依恋与情绪理解之间的关联。40名年龄在2.5至6岁之间的儿童及其母亲参与了该研究。母亲们完成了依恋Q分类法，孩子们在幼儿园参与了情感观点采择任务以及一系列关于自然发生的情绪事件的访谈。总体而言，年龄和依恋安全性可预测儿童在情绪理解任务上的总分。然而，当分数按情绪效价划分时，依恋安全性和年龄仅能预测儿童对负性情绪（如悲伤）的得分，而不能预测对正性情绪（如快乐）的得分。因此，安全的依恋关系似乎在促进儿童对情绪尤其是负性情绪的理解方面很重要。
