查詢結果分析
來源資料
相關文獻
- 兒童期隱藏情緒概念發展與混合情緒概念理解之關係
- 綜合性非語文智力測驗之修訂研究
- 國民小學團體非語文智力測驗之編製
- 國民中學團體非語文智力測驗之編製
- 就非語文行為分析讀者對參考圖書館員偏好之研究
- 非語文學習障礙的認識與輔導
- 簡式萊特非語文智力測驗修訂版(Leiter-R)的適用性探討:以玉里地區為例
- 托尼非語文智力測驗中文版之修訂及其相關研究
- 科學教學中的非語文行為與情意領域的關係
- Patterns of Performance on the Revised Beta Examination-Second Edition in Persons with Mental Retardation: Exploratory and Confirmatory Factor Analyses
頁籤選單縮合
題名 | 兒童期隱藏情緒概念發展與混合情緒概念理解之關係=The Development of Understanding and Hiding Mixed Emotions in Childhood |
---|---|
作者 | 莊琇琇; 黃世琤; Juang, Shiou-shiou; Huang, Shih-tseng T.; |
期刊 | 國立中正大學學報 |
出版日期 | 19971200 |
卷期 | 8:1(社會科學分冊) 民86.12 |
頁次 | 頁73-94 |
分類號 | 173.1 |
語文 | chi |
關鍵詞 | 情緒隱藏; 混合情緒; 語文; 非語文; Hiding emotion; Mixed emotion; Verbal; Nonverbal; |
中文摘要 | 本研究的目的在於探討兒童隱藏情緒概念發展與其對混合情緒理解之關係。 在研究中,以六歲、三年級及六年級的兒童為對象,首先測量他(她)們對混合 情緒的理解並分析發現此理解與兒童之年齡呈顯著正相關,且三組兒童的理解層 次間,差異均達顯著。接著測量兒童的隱藏情緒概念,研究中共呈現六個故事, 分別操弄主角所可能經驗到的內心情緒為單一情緒、兩同向情緒,或兩不同向情 緒等三種類型,並設計主角均必須隱藏其所真實經驗到情緒的故事情境。兒童個 別聽六個故事,接著以口語和照片(非語文)指認的方式回答故事主角所真正經 驗到的情緒和他(她)的表面樣子,並且解釋理由。結果顯示由區辨差異分數的 分析得知:不論是六歲、三年級或六年級的兒童的區辨表面與真實情緒的能力並 無差異。而在隱藏情緒的正確反應測量上,研究結果顯示(1)兒童正確理解隱藏 混合情緒的反應隨故事包含情緒數目和正負向度增加而遞減,且三種情緒操弄 故事類型間差異均達顯著。(2)六年級對隱藏混合情緒的正確反應平均數高於六 歲與三年級兩組,而六歲與三年級的正確反應則無差異。進一步分析混合情緒理 解層次與隱藏情緒概念發展間的關係發現:當兒童能理解他(她)可能同時經驗 正負向情緒時(層次三和四),其隱藏情緒的正確反應顯著優於只能理解單一情 緒和兩同向情緒(層次零至二)的兒童。本研究同時發現兒童隱藏情緒概念的發 展與年齡呈正相關。在釐清情緒理解、情緒隱藏、和年齡的相關性時發現:當去 除年齡因素時,情緒理解和非語文情緒隱藏反應的相關性仍達顯著。綜合而言, 兒童隱藏混合情緒之概念以其對混合情緒之理解為基礎,由所經驗之情緒數目和 正負向度的增加而逐齡發展。 |
英文摘要 | The present study investigated the relationship between the development of children's ability in hiding emotions and their understanding of mixed emotions. Six-year-olds, third and sixth graders were examined. The levels of understanging mixed emotions were first assessed and analyzed. Results showed a significant positive relationship between children's understanding levels of mixed emotions and their ages; significant differences were found among the three age groups. We then used six stories to test children's ability to distinguish between real and apparent emotions. Among the six stories, two depicted a single emotion which was experienced by the protagonist, another two included two emotions with the same valence, and the last two included two emotions with different valences. Each story was designed to describe a condition that the protagonist had to hide his or her real emotion(s) and reveal a different emotion. Children were asked to respond verbally as well as with nonverbal identification, and were asked to respond verball as well as with nonverbal identification, and were asked to justify their answers. The results indicated that chilren in all three age groups were able to identify the difference between apparent and real emotions. The analyses on correct emotional responses suggest that (1)the development of understanding the distinction between real and apparent emotions may be influenced by the number and the kinds of emotions encountered in the stories, (2)sixth graders performed significantly better than the third graders and the six-years-olds and no differences were found between the latter two. Furthermore, children who could understand that the coexistence of emotions of different valence(Level 3 & 4) performed significantly better than those children who could not (Level 0 to 2). With age factor partialled out, children's (nonverbal) ability in distinguishing between hiding and apparent emotions still correlated significantly with their levels of understanding mixed emotions. These findings suggest that the development of children's ability in hiding mixed emotions may be based on their understanding of the coexistence of two or more emotions, which is deepened gradually with age by the number and the valence of emotions. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。