CAJ | 학술논문

采用儿童对情绪表达规则的认知访谈故事，比较了学习不良儿童和一般儿童对情绪表达规则认知的发展特点。结果发现，学习不良儿童表情调节知识水平显著低于一般儿童，性别差异不显著，组别与年级交互作用不显著，表明两组儿童发展趋势相似，发展水平不同；学习不良儿童报告出较少的神会定向目标，自我保护目标得分与一般儿童差异不显著；学习不良儿童缺少根据不同人际关系类型，灵活运用情绪表达规则知识的能力，而且较少把情绪表达规则的使用和目标联系起来。
채용인동대정서표체규칙적인지방담고사，비교료학습불량인동화일반인동대정서표체규칙인지적발전특점。결과발현，학습불량인동표정조절지식수평현저저우일반인동，성별차이불현저，조별여년급교호작용불현저，표명량조인동발전추세상사，발전수평불동；학습불량인동보고출교소적신회정향목표，자아보호목표득분여일반인동차이불현저；학습불량인동결소근거불동인제관계류형，령활운용정서표체규칙지식적능력，이차교소파정서표체규칙적사용화목표련계기래。
Emotional display rule cognitive tasks and emotion decision figures were employed in the present experiment. 90 children selected from 1st, 3rd and 5th grade in a primary school （44 learning disabilities and 46 normal） were interviewed individually with 6 stories. The results indicated that expression regulation knowledge of learning disabilities and normal children increased as their grade increased, but the developmental level was different between two groups. There were no significant gender differences, and group and grade interaction was not found. Moreover, learning disabilities children report less social-orient goals than normal children, and there were no significant differences in self-protective goals. Comparing the combination of emotion display rule use and goals in the two samples, suggested that learning disabilities children lack of the ability to integrate different emotion knowledge, in addition, normal children displayed more cognitive flexibility according to different interpersonal relationship than learning disabilities.