2～5岁儿童情绪理解能力发展及其与语言能力的关系

Development of 2-5-Year-Old Children’s Emotion Understanding and Its Relation with Linguistic Ability

本研究选取143名2～5岁儿童作为被试，以表情再认、表情命名、情绪观点采择任务考察其情绪理解能力发展水平，以皮博迪“图画～词汇”测验考察其语言能力发展水平，并分析儿童情绪理解能力发展与语言能力之间的关系。结果表明：（1）3～4岁是儿童获得表情再认和表情命名能力的关键年龄，4～5岁是儿童情绪观点采择能力发展的关键年龄；（2）对学前儿童而言，表情再认任务最容易，其次是表情命名任务，情绪观点采择任务最困难；（3）儿童的情绪理解能力与语言能力显著相关，即使在控制了年龄因素的影响后，相关仍然显著。

This study aimed to examine children＇s development level of emotion understanding and its relation with language development level.143 children of 2-5-year-old participated in the test of affective naming, affective recognition, affective perspective taking and Peabody picture vocabulary test-revised （PPVT-R）. The results indicate that （1）3-4-year is the critical period for developing affective naming and recognition, and 4-5-year, for emotional perspective-taking; （2）for preschool children, affective recognition task is easier than affective naming, and affective perspective-taking the most difficult; （3）children＇s linguistic ability is significantly correlated with their emotion understanding even with age factor under control.