运用反应时探究小学生情绪认知发展特点

目的：探究小学儿童情绪认知的发展特点。方法：采用计算机实验方法和反应时评价指标，运用80对情绪词汇推测小学儿童对四个不同类别情绪（基本积极情绪、基本消极情绪、积极自我意识情绪、消极自我意识情绪）的认知发展差异，以及对引发情绪的原因、情绪的外在行为反应、情绪的后继调节三个维度的认知发展差异。结果：小学儿童对引发情绪的原因、外在行为反应、后继调节三个维度的反应时差异有统计学意义（1289．5、1164．6、1295．7，F=13．535，P〈0．001），且三个维度认知反应时2年级学生均长于4、6年级（P〈0．01），对四个不同类别情绪认知的反应时差异无显著性（1237．1、1269．8、1222．8、1305．2，F=1．520，P=0．220），四个类别的情绪认知反应时2年级均长于4、6年级（P〈0．01）。结论：儿童对情绪行为认知的加工速度最快，对消极自我意识认知的发展相对较慢，且均在2—4年级间发展迅速。

An Expenimental Study on the Development of Primary School Children's Emotional Cognition

Objective:To explore the development of emotional cognition of primary school children.Methods:80 couples of emotional words were used.These words included 4 kinds of emotion(positive basic emotion,passive basic emotion,positive self conscious emotion,passive self conscious emotion)and 3 sub-emotional cognitions(Knowledge about the reason of emotion,knowledge about behaviors of emotion and knowledge about emotion regulation).We recorded subjects' reaction time(RAT)to explore the primary school children's emotional cognition development.Results:The students had different RAT in different dimensions(1289.5,1164.5,1295.7,F=13.53,P<0.001),but had no difference among the four categories.Primary school children's emotional cognition developed with age.The RAT of those of grade 2 were longer than that of grade 4 and grade 6 in all four catagories and three dimensions.Conclusion:Children's reaction to behavior cognition is fastest,that to negative cognition is slower.The development occurs during grade 2 to grade 4..