学习不良儿童对情绪表达规则的认知特点

Cognitive Characteristics of Emotional Display Rule Among Children with Learning Disabilities

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社会定向目标,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。

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.