Relationship between Authoritative Parenting Style and Preschool Children’s Emotion Regulation:A Moderated Mediation Model

An authoritative parenting style has been shown to promote children’s emotion regulation in European-American family studies.However,little is known about how sleep problems and the child’s sibling status in Chinese families affect this relationship.Based on family system theory,this study attempts to better understand the relationship between authoritative parenting style and emotion regulation.Mothers of preschool children in Chinese kindergartens completed questionnaires about their children’s sleep habits,their authoritative parenting styles,and children’s emotion regulation.A total of 531 children participated in this study.Results showed that authoritative parenting was positively associated with emotional regulation.Sleep problems mediated the effects of authoritative parenting style on emotion regulation.The child’s sibling status moderated the mediating effects of sleep problems in authoritative parenting and emotion regulation relationships.Specifically,the relationship between the authoritative parenting style and sleep problems was significant for only children,while birth order had no significant influence on the authoritative parenting style and sleep problems in two-child families.These findings suggest that a lowauthoritative parenting style predicts low emotion regulation through sleep problems,and this depends on the child’s sibling status,indicating that children without siblings may impair emotion regulation due to increased sleep problems.

An Intervention Study of Language Cognition and Emotional Speech Community Method for Children’s Speech Disorders

Speech disorders are a common type of childhood disease.Through experimental intervention,this study aims to improve the vocabulary comprehension levels and language ability of children with speech disorders through the language cognition and emotional speech community method.We also conduct a statistical analysis of the inter-ventional effect.Among children with speech disorders in Dongguan City,224 were selected and grouped accord-ing to their receptive language ability and IQ.The 112 children in the experimental group(EG)received speech therapy with language cognitive and emotional speech community,while the 112 children in the control group(CG)only received conventional treatment.After six months of experimental intervention,the Peabody Picture Vocabulary Test-Revised(PPVT-R)was used to test the language ability of the two groups.Overall,we employed a quantitative approach to obtain numerical values,examine the variables identified,and test hypotheses.Further-more,we used descriptive statistics to explore the research questions related to the study and statistically describe the overall distribution of the demographic variables.The statistical t-test was used to analyze the data.The data shows that after intervention through language cognition and emotional speech community therapy,the PPVT-R score of the EG was significantly higher than that of the CG.Therefore,we conclude that there is a significant difference in language ability between the EG and CG after the therapy.Although both groups improved,the post-therapy language level of EG is significantly higher than that of CG.The total effective rate in EG is higher than CG,and the difference is statistically significant(p<0.05).Therefore,we conclude that the language cogni-tion and emotional speech community method is effective as an interventional treatment of children’s speech dis-orders and that it is more effective than traditional treatment methods.

Predictors of emotional awareness during childhood

Emotional awareness, the ability to identify and describe one’s own emotions, and those of other people, has been widely studied in adult samples, while only few studies have been conducted during childhood. Aim of the present study was to investigate the predictability of the main variables usually associated with the study of emotional awareness. The LEAS-C was administered to a group of 781 children aged 8 to 13 years old. The results showed that both gender and verbal skills are important predictors of children’s emotional awareness. Moreover, cognitive ability and emotion recognition also predicted LEAS-C scores. Finally, age emerged as a significant predictor of the complexity of children’s emotional awareness. The assessment of children’s emotional awareness may be significant for different health-related purposes, e.g. prevention and psychological support.

Mathematical Models of Emotional Robots with a Non-Absolute Memory

In this paper, we discuss questions of creating an electronic intellectual analogue of a human being. We introduce a mathematical concept of stimulus generating emotions. We also introduce a definition of logical thinking of robots and a notion of efficiency coefficient to describe their efficiency of rote (mechanical) memorizing. The paper proves theorems describing properties of permanent conflicts between logical and emotional thinking of robots with a nonabsolute rote memory.

Nature or Nurture—On the Development of Children's Language

Referring to children's development,especially the development of children's language,there is a question that people are very interested in,that is,does the development of children's language on earth depend on innate inheritance or postnatal environment? In order to answer this question,this paper begins with the definition of the development of children's language,then,expounds some theories on language acquisition,finally,finds out the crucial factors influencing the development of children's language.

儿童社会情绪学习:Strong Kids系列课程介绍及启示

Strong Kids系列课程是儿童社会情绪学习的经典课程之一,包括5个相对独立的版本,具有扎实的理论基础,是一项方便、经济且见效快的短期预防干预项目,能有效地预防和减少儿童的情绪行为障碍,提升儿童的社会情绪能力。该课程的设计、内容及形式等都值得为他人所借鉴。为此,笔者通过对Strong Kids系列课程的理论基础、主要内容及应用的阐述,探讨该课程的优势及对我国儿童社会情绪学习课程开发与实施的启示。

4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究

通过听觉言语理解任务,考察了4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展。研究发现,在韵律和语义线索一致条件下,4~8岁高功能自闭症儿童的情绪识别能力与典型发展儿童没有显著性差异;在韵律和语义线索不一致条件下,4~6岁典型发展儿童更加依靠语义线索识别情绪,6~8岁典型发展儿童更加依靠韵律线索识别情绪;4~6岁和6~8岁高功能自闭症儿童均更倾向于借助语义线索识别情绪。韵律、语义线索不一致条件下的研究结果表明,4~8岁汉语高功能自闭症儿童的情绪识别未能像典型发展儿童一样实现由依靠语义线索向依靠韵律线索的转变,这可能是高功能自闭症儿童在社会交往时情绪识别困难的一个重要原因。

团体体育游戏对大班幼儿情绪调节能力影响的实验研究

探究团体体育游戏对大班幼儿情绪调节能力的影响。采用实验法,将日照市高科蓝天幼儿园60名大班幼儿(两个自然班)划分为实验班和对照班,每班30人,实验班体育游戏课内容为团体体育游戏,对照班保持原有课程不变,实验时长6周,每周干预3次,每次40 min。测试指标为修订版情绪调节核验表(ERC)。研究表明:团体体育游戏在本实验中能够改善大班幼儿情绪调节能力,实验组大班幼儿情绪调节维度得分提高,不稳定、消极维度得分降低。团体体育游戏可以作为大班幼儿改善情绪调节能力的有效干预措施。

超越技能训练:教师情感能力的展现与提升

教师情感能力与教师情感品质互为表里,涉及情感识别、情感表达与情感调适三个维度,主要受道德敏感性、学科热情、同理心、关爱情怀与学校情感文化的影响。调查分析发现教师情感能力不受性别、教龄影响,同理心对教师情感能力正向预测作用最大,教师对自己的情感调适能力与关爱情怀的评价相对较低,学校情感文化未能达成对教师情感能力的调节与引导作用。为此,建议学校强化关爱示范以及关爱享用价值,重视以健全同理心培养为线索的情感能力训练,重视知识的生命价值并推崇教师的学科热情,增进教师情感育人的勇气并重视从良心生发的学校情感文化构筑,帮助教师提升情感能力,积淀情感品质,达成对教师情感人文素质的持续与整体改进。

绘本情境下幼儿情绪理解能力的发展特点研究

为探讨绘本情境下幼儿情绪理解能力的发展特点,本研究采用TEC情绪能力测验对天津市140名3~6岁幼儿进行了测查。研究结果表明:(1)幼儿情绪理解能力随着年龄的增长有规律性地发展,3~5岁是幼儿发展外显层次情绪理解能力发展的关键期,4~6岁是发展心理因素层次情绪能力发展的关键期;(2)同一层次情绪理解能力的发展水平呈现不均衡的特点,并不是同时同速发展。广大教育工作者要充分关注幼儿情绪理解能力的发展特点,开展家园合作,共同促进幼儿情绪理解能力的发展。

留守儿童亲子依恋与情绪健康的关系:情绪调节能力的中介和家庭功能的调节

对557名留守儿童的亲子依恋、情绪调节能力、家庭功能及情绪健康进行测查,考察亲子依恋与留守儿童情绪健康之间关系的内在机制。结果表明,留守儿童亲子依恋能显著正向预测情绪健康,情绪调节能力起部分中介作用,家庭功能对情绪调节能力的中介作用有显著的调节效应。

面向弱势群体的产品情感化设计关键方法研究

论述了弱势群体的现状与情感化设计对弱势群体的重要意义,分析了情感化设计的关键技术与方法,并通过实际案例,阐述了课题组基于感性工学方法进行儿童校车设计的研究过程,最终将弱势群体的感性需求转化到实践产品设计中。

儿童情绪胜任力的研究进展:概念、功能与干预措施

儿童情绪胜任力是指儿童拥有情绪知识,对自身和他人的情绪进行识别和理解,并调节和表达自身情绪的一种综合能力,它在提高儿童的认知能力、促进其身心健康发展、提高社会交往能力以及减少儿童危险行为等方面都有重要作用。研究者开展了以儿童情绪和行为问题改善、压力应对能力提高及情绪识别和管理能力提升为目标的干预项目。未来可进一步探究学校、老师、同伴及儿童自身的人格特点等对其情绪胜任力发展的影响及作用机制,并可从增加个性化干预及提升干预长期效果等视角进一步完善干预措施。

幼儿情绪认知能力发展特点的研究

本研究采用面部表情辨别和实际情境下的情绪认知两种实验任务测查了95名3～5岁幼儿的情绪认知能力。结果表明:(1)幼儿的情绪认知能力存在显著的年龄差异,随着年龄的增长而增长,但每种具体情绪的发展模式不同;(2)幼儿的情绪认知能力不存在显著的性别差异。

基于感性体验和理性认识的儿童玩具包装设计原则研究

目的对设计心理学中感性体验与理性认识在儿童玩具包装设计中的重要作用进行分析,并提炼出设计原则。方法以决定购买行为的儿童与成人两者的不同视角出发,从色彩、文字与图形、造型与材质角度分析和总结了儿童玩具包装设计中应具备的儿童特色,为归纳儿童玩具包装设计原则提供了理论基础。结论通过对玩具包装设计的分析与定位,提出儿童玩具包装设计的基本原则,为设计师把握儿童玩具包装的设计尺度提供科学依据。

可成长性的儿童家具设计研究

目的设计出更能切合儿童生理和心理发育特点的富有多种变化的家具。方法介绍国内外儿童家具的发展现状,分析可成长性家具的主要特点,在此基础上,提出可成长性家具的设计方法和设计原则。结论可成长性家具对儿童的生活有着积极的影响,使儿童智力发育的不同阶段有了新的提升途径,更好地满足了儿童的心理年龄。

儿童情绪表达规则认知能力研究述评

情绪表达规则认知能力是儿童社会化过程中的一项重要发展任务,直接影响儿童社会交往能力和情绪情感的健康发展。研究首先对情绪表达规则的概念进行了界定,然后从研究内容和影响因素两个方面分析了该领域的研究现状。最后,从研究对象,内容和方法三个维度探讨了情绪表达规则研究本土化问题。

66例社交恐惧症儿童主观生活质量对照分析

目的研究社交恐惧对儿童主观生活质量的影响。方法对66例社交恐惧儿童和正常儿童主观生活质量进行评定并对照分析。结果社交恐惧儿童认知成份、情感成份以及总得分低于正常儿童组,有非常显著性差异(t=-7.223、-4.846、-8.335,均P<0.01)。社交恐惧儿童家庭生活、同伴交往、学校生活、生活环境、自我认识、抑郁体验、焦虑体验与正常儿童的比较有非常显著性差异(t=-2.090,P<0.05;t=-3.654,P<0.01;t=-2.370,P<0.05;t=-4.413,P<0.01;t=-4.741,P<0.01;t=-3.343,P<0.01;t=-2.834,P<0.01)。结论社交恐惧儿童生活质量较差,应引起更多关注。

河池市农村留守儿童的情绪调节能力与社会行为

对广西河池市342名农村留守儿童进行情绪调节能力和社会行为的问卷调查,研究发现:留守儿童的情绪调节能力在年级、对父母打工态度、父母回家频率及亲子联系频率方面存在显著差异,留守儿童的社会行为在年级、对父母打工态度、父母回家频率及亲子联系频率方面存在显著差异,留守儿童的情绪调节能力能够显著预测其社会行为。

民族地区留守儿童的情绪调节能力与社会适应

通过对广西少数民族地区342名留守儿童的情绪调节能力和社会适应进行了问卷调查,结果显示:民族地区留守儿童的情绪调节能力在年级、对父母打工态度、父母回家频率及亲子联系频率方面存在显著差异;留守儿童的社会适应在年级、同住对象、对父母打工态度、父母回家频率及亲子联系频率方面也存在显著差异。留守儿童的情绪调节能力能够显著预测其社会适应。