CAJ | 학술논문

混合情绪是指同一情境中同时存在两种不同或者矛盾的情绪状态，其发展模式表现为从单一情绪理解到多种情绪理解、从继时性混合到同时性混合的特点，但在具体的发展年龄特征上研究结果存在分歧。混合情绪的发展研究主要采用临床访谈法，但在材料制作、刺激呈现、被试反应方式以及结果处理等方面存在差异。未来，在研究范式上需要有所突破，同时，应扩大取样的年龄范围，从发展水平和模式两个方面系统考察儿童混合情绪的发展特点及其影响与作用。
혼합정서시지동일정경중동시존재량충불동혹자모순적정서상태，기발전모식표현위종단일정서리해도다충정서리해、종계시성혼합도동시성혼합적특점，단재구체적발전년령특정상연구결과존재분기。혼합정서적발전연구주요채용림상방담법，단재재료제작、자격정현、피시반응방식이급결과처리등방면존재차이。미래，재연구범식상수요유소돌파，동시，응확대취양적년령범위，종발전수평화모식량개방면계통고찰인동혼합정서적발전특점급기영향여작용。
Though some models of emotion contend that happiness and sadness are mutually exclusive in experience, a considerable number of studies suggest that mixed emotions do exist. In other words, people can feel happy and sad at the same time in emotionally complex situations. In the field of developmental psychology, mixed emotions are defined as the emotional state with two different or opposite-valence emotions in the same situation. The existence of mixed emotions is based on the same situation or conditions. Several researchers, such as Harter and Buddin, Harris and Larsen et al. , believe that the understanding and experience of mixed emotions are different from each other. A large number of studies have shown that children develop a better conceptual understanding of mixed emotions. The researchers assessed the time course of mixed emotions by asking children whether they felt opposite-valence emotions at the same time, or first one and then the other. Most 4- and 5-year-olds thought that the protagonist would merely feel happy or sad, and rejected the notion that the protagonist would feel both happy and sad. Most 7- to 8-year-olds and almost all 10- to 11-year-olds, however, believed that the story＇ s protagonist would have mixed emotions. In sum, children＇ s conceptual understanding of mixed emotions develops with age. However, limited research has examined children＇ s actual experience of mixed emotions. Recent findings show that older children are more likely than younger children to report experiencing mixed emotions. These results suggest that in addition to having a better conceptual understanding of mixed emotions, older children are more likely than younger children to actually experience mixed emotions in emotionally complex situations. Language is one of the most important factors, which affect the development of mixed emotions. As a vector of cognitive representation and a tool for social interaction, the development of language improves the ability of comprehension, which provides children more opportunities to communicate emotions with each other, and accordingly enhances their understanding of mixed emotions. Moreover, the secure attachment between infants and mothers as well as the social and economic status of families, is also an influencing factor of mixed emotions. The discussion about mixed emotions stimulates a considerable amount of research. But the paradigm is consistent with each other. The method of applying clinical interviews to most of the studies is, however, different in materials, representations, objective＇ s reaction and scoring. In the future, it is necessary to break through the paradigm. Meanwhile, most of the studies examined the development of mixed emotions within an important but limited life span. But developmental trajectory of mixed emotions may extend far beyond childhood and adolescence. Thus, developmental changes in the understanding, experience, and the acceptance of emotional contradiction may play out from the beginning of life to the end. Therefore, we need to expand the age range in our studies, and investigate the developmental trait of mixed emotions from both levels and patterns.