CAJ | 학술논문

考察了90名3—5岁幼儿对4种与情绪关联程度不同的日常情境中，具有积极或是消极行为表现的故事主人公的情绪理解。结果表明：1）绝大多数幼儿都能理解各情境中具有积极行为的主人公觉得高兴。2）幼儿对相应的消极情绪认知要相对差一些，并在3-4岁之间获得了较显著的发展进而达到基本能全数理解的水平；尤其是在低关联情境中，幼儿对消极情绪的认知更差一些，且显著低于对高关联情境中的消极情绪认知。3）60％左右的3岁幼儿能认识到同样情境中具有不同行为表现的个体具有不同的情绪体验，到4、5岁时，幼儿的这一情感观点采择能力获得较大发展并达到成熟水平。4）幼儿的情绪归因与情绪的性质以及具体的情境有关。
고찰료90명3—5세유인대4충여정서관련정도불동적일상정경중，구유적겁혹시소겁행위표현적고사주인공적정서리해。결과표명：1）절대다수유인도능리해각정경중구유적겁행위적주인공각득고흥。2）유인대상응적소겁정서인지요상대차일사，병재3-4세지간획득료교현저적발전진이체도기본능전수리해적수평；우기시재저관련정경중，유인대소겁정서적인지경차일사，차현저저우대고관련정경중적소겁정서인지。3）60％좌우적3세유인능인식도동양정경중구유불동행위표현적개체구유불동적정서체험，도4、5세시，유인적저일정감관점채택능력획득교대발전병체도성숙수평。4）유인적정서귀인여정서적성질이급구체적정경유관。
Ninety 3 - 5-year-olds＂ emotion cognition toward protagonists with positive or negative behavior was examined under four everyday situations having different association with emotions. Results showed that： 1 ） Most preschoolers could understand that the protagonists with positive behavior would feel happy; 2） Their cognition toward negative emotions was some poorer, developed rapidly between 3 and 4 years old and then reached the full understanding. Particularly in the situations lowly associated with emotion, this understanding was even poorer and significantly worse than their cognition to- ward negative emotions in situations highly associated with emotion. 3 ） About 60% of the 3-year-olds could understand that individuals with different behaviors under the same situations would feel differently. Such affective perspective taking ability reached the highest level at 4 and 5-year-olds. 4） Preschoolers＇emotion justifications changed with polarity of emotion and situations.