期刊
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES
卷 43, 期 7, 页码 901-916出版社
BLACKWELL PUBL LTD
DOI: 10.1111/1469-7610.00139
关键词
aggression; child development; emotion; emotion recognition
资金
- NIMH NIH HHS [R01MH54019] Funding Source: Medline
Background: We sought to identify patterns of social cognitive differences among preschoolers that were related to risk of stable aggressive behavior with peers. Following Lemerise and Arsenio (2000), we considered the emotional components of early social cognition, reasoning that young children's substrate of emotion knowledge serves them in decoding social encounters. Method: One hundred and twenty-seven children from a longitudinal study from age 3 to 4 though to their kindergarten year were inter-viewed on their emotional knowledge initially using a puppet procedure and later with stories about mixed emotions and display rule. Each year their anger and antisocial responses to others' emotions were observed. Teachers also provided information on each child's anger and aggression. Results: Children's deficits in emotion knowledge assessed at age 3 and 4 predicted subsequent years' aggression. This effect was especially pronounced for boys. Conclusions: The pattern of findings suggests that the processes implicated in Dodge's work with older children may begin earlier than previously thought, with a focus on emotions.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据