中国临床心理学杂志

聋哑儿童情绪理解的发展

作者：郑裴马伟娜

关键词：聋哑儿童表情识别情绪理解

分类号：B849

出版年,卷(期):页码：2009,17(5):584-587

摘要：

目的：探讨聋哑儿童不同层次情绪理解的发展趋势。方法：采用情绪理解研究范式考察119名11-18岁聋哑儿童情绪理解的发展。结果：①11-18岁聋哑儿童的表情识别无显著差异，均能较好的识别表情；②在情绪观点采择和二级情绪理解中，均存在年龄和听力水平的差异。在情绪观点采择中，11岁得分显著低于12-18岁的得分(P<0.05)，而12-18岁各年龄段中不存在显著差异；在二级情绪理解中，16-18岁的得分显著高于11-15岁(P<0.05)。结论：12岁和16岁可能分别是情绪观点采择和二级情绪理解发展的关键年龄，且听力水平较好的聋哑儿童在这两个任务上的发展水平显著高于其他聋哑儿童。

Objective:To discuss the developmental trend of deaf children'semotion understanding at different levels.Methods:119 11-18 year-old deaf children were tested by emotion understanding tasks.Results:①11 and 18 years old deaf children'sability of expression recognition didn’t have differences; ②In affective perspective-taking task, there were significant differences between 11 and 12-18 years old (P<0.05), and no differences between 12 and 18 years old; In second-order emotion understanding task, there were significant differences between 11-15 and 16-18 years old (P<0.05).Conclusion:This study suggests that 12-year-old and 16-year-old may be the two key ages of the development of emotion perspective-taking and second-order emotion understanding. In these two tasks, the better their hearing ability is, the better their emotion understanding develops.

基金项目：

作者简介：

参考文献：

[1徐琴美,何洁,蒋国香.小学生情绪表达规则的发展特点及与同伴接受性的关系研究.中国临床心理学杂志,2005,13(2):177-179
[2] Camras LA.Children' s understanding of facial expression used during conflict encounters.Child Development,1980,51:879-885
[3] Tager-Flusberg H,Sullivan KA.Sullivan componential view of theory of mind:Evidence from Williams Syndrome.Cognition,2000,76(1):59-90
[4] Pons F,Lawson J,Harris PL,et al.Individual differences in children' s emotion understanding:Effects of age and language.Scandinavian Journal of Psychology,2003,44(2):347-353
[5] 李佳,苏彦捷.儿童心理理论能力中的情绪理解.心理科学进展,2004,12(1):37-44
[6] 赵景欣,申继亮,张文新.儿童二级错误信念认知与二级情绪理解的发展.心理科学,2006,29(1):57-60
[7] Cutting AL,Dunn J.Theory of mind,emotion understanding,language,and family background:Individual differences and interrelations.Child Development,1999,70(4):853-865
[8] Dunn J.Children as psychologists:The later correlates of individual differences in understanding of emotion and other minds.Cognition and Emotion,1995,9:187-201
[9] Peterson CC,Siegal M.Deafness,conversation and theory of mind.Journal of Child Psychology and Psychiatry,1995,36(3):459-474
[10] Hosie JA,Russell PA,Gray CD,et al.The development of theory of mind in deaf children.Journal of Child Psychology and Psychiatry and Allied Disciplines,1998,39(6):903-910
[11] Denham SA,Couchoud EA.Young preschoolers' under standing of emotions.Child Study Journal,1990,20(3):171-192
[12] Rosnay MD,et al.A lag between understanding false belief and emotion attribution in young children:Relationships with linguistic ability and mothers' mental-state language.British Journal of Developmental Psychology,2004,22:197-218
[13] Dyck MJ,et al.Emotion recognition/understanding ability in hearing or vision-impaired children:Do sounds,sights,or words make the difference? Journal of Child Psychology and Psychiatry,2004,45(4):789-800
[14] Rieffe C,Terwogt MM.Deaf children' s understanding of emotions:Desires take precedence.Journal of Child Psy chology and Psychiatry,2000,41(5):601-608
[15] Camras LA,Allison K.Children' s understanding of emotional facial expressions and verbal labels.Journal of Nonverbal Behavior,1985,9(2):84-94
[16] Denham SA,Couchoud EA.Young preschoolers' ability to identify emotions in equivocal situations.Child Study Journal,1990,20(3):153-169
[17] 何洁,徐琴美,王珏瑜.幼儿对生气和伤心情绪倾向同伴的接受性比较.心理科学,2007,30(5):1229-1232

服务与反馈：

【文章下载】【加入收藏】