具身情绪启动对不同年级儿童隐喻理解偏好的影响

Embodied Emotional Priming Effect of Preferences for Metaphor Comprehension in Children from Different Grade

采用具身情绪启动范式考察具身情绪对小学儿童隐喻理解的影响,探讨小学儿童隐喻理解偏好的年龄发展趋势。实验发现:在不同具身情绪启动类型下,儿童的选择偏好存在显著差异,积极启动时儿童偏向于选择正性情绪效价的隐喻句,消极启动时儿童偏向于选择负性情绪效价的隐喻句。不同的具身情绪启动类型对不同年级儿童的选择偏好影响程度不同。二年级儿童与四、六年级儿童之间受到具身情绪启动影响的差异达到显著,而四、六年级之间的差异不显著。四年级是具身情绪对儿童隐喻理解选择偏好影响的一个转折期。

The study examines the influence of embodied emotion on primary school children＇s metaphor comprehension by using emotional priming paradigm,exploring their metaphor comprehension preference in their growth.The results show that：there is significant difference in children＇s choice preference in term of different kinds of embodied emotional priming types.In the positive priming,children tend to choose the positive emotional valence of metaphorical sentences,while they incline to choose negative emotional valence of metaphorical sentences.Different emotional priming types lead to different choice preference of children in different grade.There is significant difference in embodied emotion priming between Grade Two and Grade Four or Six,while there is no significant difference between Grade Four and Grade Six.Grade four is a turning period that embodied emotion brings great effects on children＇s choice preference of metaphor comprehension.