CAJ | 학술논문

儿童社会信息加工的情绪一认知整合模型指出．对各种反应的情绪后果预期会影响儿童对反应的提取、决策及对情绪活动的评价。本研究运用规范行为区分任务（原称为社会情境任务）测查不同攻击／受欺类型儿童的情感预期能力，结果发现：不同类型儿童在3个规范一违反行为判断子任务上得分及总分上均不存在显著性差异，但在对规范行为和对违反行为判断的差异上，未卷入儿童在各个情境中所判定的差异都更大：未卷入儿童在三个任务情境上的规范行为觉知能力都优于其他类型儿童，其规范行为觉知能力具有跨情境的一致性：三个任务情境都具有检测力．但不同任务情境具有不同的检测力或区分力。
인동사회신식가공적정서일인지정합모형지출．대각충반응적정서후과예기회영향인동대반응적제취、결책급대정서활동적평개。본연구운용규범행위구분임무（원칭위사회정경임무）측사불동공격／수기류형인동적정감예기능력，결과발현：불동류형인동재3개규범일위반행위판단자임무상득분급총분상균불존재현저성차이，단재대규범행위화대위반행위판단적차이상，미권입인동재각개정경중소판정적차이도경대：미권입인동재삼개임무정경상적규범행위각지능력도우우기타류형인동，기규범행위각지능력구유과정경적일치성：삼개임무정경도구유검측력．단불동임무정경구유불동적검측력혹구분력。
According to Integrated Model of Emotion Processes and Cognition in Social Information Pro- cessing(IEC-SIP), emotional outcome expectations of responses would influence response generation,evalua- tion, and decision. Study aims to find out the features of affective anticipation of children with different aggression/victim groups by using story tests, which originally called social situtations task, to explore children's ability to differentiate normative behavior from violation behavior. The results see that there isn't significant difference in each of normative-violation identifying tasks among different aggression/victim groups, so as to the total score, but difference between normative and violation behavior judged by non- involved children is significant and greater than any other kinds of children; non-involved children's ability to apperceive normative behavior is the best and has cross-situational consistency; all of the three social situtations tasks can test, but each has different degree of effectiveness.