期刊
NATURE HUMAN BEHAVIOUR
卷 1, 期 12, 页码 881-889出版社
NATURE PUBLISHING GROUP
DOI: 10.1038/s41562-017-0238-7
关键词
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资金
- Harvard University seed grant
- National Institutes of Mental Health grant [R01-MH103291]
- National Science Foundation Graduate Research Fellowship [DGE1144152]
How do people represent their own and others' emotional experiences? Contemporary emotion theories and growing evidence suggest that the conceptual representation of emotion plays a central role in how people understand the emotions both they and other people feel. Although decades of research indicate that adults typically represent emotion concepts as multidimensional, with valence (positive-negative) and arousal (activating-deactivating) as two primary dimensions, little is known about how this bidimensional (or circumplex) representation arises. Here we show that emotion representations develop from a monodimensional focus on valence to a bidimensional focus on both valence and arousal from age 6 to age 25. We investigated potential mechanisms underlying this effect and found that increasing verbal knowledge mediated the development of emotion representation over and above three other potential mediators: fluid reasoning, the general ability to represent non-emotional stimuli bidimensionally and task-related behaviours (for example, using extreme ends of rating scales). These results indicate that verbal development aids the expansion of emotion concept representations (and potentially emotional experiences) from a 'positive or negative' dichotomy in childhood to a multidimensional organization in adulthood.
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