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題名 兒童混合情緒概念的發展研究
作者 許寶玉
XU, BAO-YU
貢獻者 蔣治邦
許寶玉
XU, BAO-YU
日期 1992
1991
上傳時間 2-May-2016 15:20:55 (UTC+8)
摘要 摘要\r\n混合情緒反應是指：對同一個人、事、或物，同時產生一正一負的兩種感覺。兒童對混合情緒反應的了解，會影響其自我情緒的調整與人際關係之和諧，是重要的發展課題。過去的研究發現：學前的兒童認為一個情境只能產生一種情緒反應；大約六歲開始，兒童認為兩種感覺以先後之次序存在；約九歲時，兒童認為一個人可以同時有兩種情緒反應；但是直到十一歲時，兒童才認為可對同一對\r\n象產生混合情緒反應。過去所使用的研究方法，有些過於依賴兒童的口語表達能力，可能會低估兒童實際的能力;有些研究則未詳究兒童的情緒反應判斷所代表的意義，往往無法清楚地描述兒童的發展狀況。因此，本研究希望能改善上述的弊病，探討各年齡兒童混合情緒概念的發展狀況。\r\n本研究呈現配合有圖片的四個故事錄音帶，請幼稚園大班、小學二年級、與小學四年級的兒童，以一套繪有正、負向表情的臉譜圓板，來表示他們對故事主角情緒反應的判斷。每個故事皆包含先後發生的兩個故事情節，兒童必讀判斷主角對某個人或某個情境的情緒反應。在情緒反應對象為個人的兩個故事中，一個是先發生正向事件，男一個則是負向事件在前；其他兩個情緒反應對象為情境的故事，正、負向情節的安排與前述兩個故事相同。故事呈現完後，請兒童先以臉譜圖板來表示其對故事主角之情緒反應判斷，再以一系列的問題來澄清兒童判斷的意義。本研究將兒童的判斷分為以下三大類：一、簡單情緒反應判斷一兒童主要依據單一事件的情緒訊息來判斷情緒反應，另一事件的訊息並不影響兒童對主角情緒反應之判斷。二、.綜合情緒反應判斷一兒童在判斷情緒反應時，同時受到\r\n正、負向情節訊息的影響，但最後將兩個情節訊息之影響融和成單一種情緒反應，認為主角最後只有一種情緒反應。三、混合情緒反應判斷一兒童在判斷情緒反應時，同時受到正、負向情節訊息的影響，且能將一正一負的兩種情緒反應整合在同一對象上，認為主角對同一對象產生混合情緒反應。\r\n研究結果發現：兒童對故事主角的情緒反應判斷與其年齡有關，相較於幼稚園大班、二年級的兒童而言，四年級兒童較少出現簡單情緒反應判斷。幼稚園大班兒童認為故事主角會有簡單情緒反應、綜合情緒反應、與混合情緒反應的人數相差不多；二年級兒童的判斷結果與大班相似；而四年級兒童最常出現綜合情緒反應判斷，出現簡單情緒反應判斷的人極少。另外各組兒童在四個故事的判斷上，大略而言都很一致；而當兒童只選擇一種情緒反應時，其所選的情緒反應種類多半與後發生的故事情節一致。根據所得的結果進一步討論：兒童做出一種情緒反應判斷時的可能原因；綜合情緒反應判斷產生的可能歷程，與其在情緒概念、發展上的重要性；接著探討前後情緒反應判斷與混合情緒反應判斷二者混淆的現象，及本研究方法未盡完善之處。
參考文獻 柯華葳、李昭玲。(民77) 。兒童情緒認知研究。國教學報，第一期， 173-187。臺北:國教研習會。\r\nBorke,H. (1971) . Interpersonal perception of young children:Egocentrism or empathy.Developmental Psychology,5,263-269.\r\nDonaldson,S.K.,& Westerman,M.A.(1986) . Development of children`s understanding of ambivalence and causal theories of emotions.Developmental\r\nPsychology,22 (5) ,655-662.\r\nEisenberg,N.,& Strayer,J.(1987) . critical Issues in the study of empathy.In N.Eisenberg & J.Strayer (Eds . ),Empathy and its development(pp.3-13).\r\nCambridge:Cambridge University Press.\r\nGnepp,J. (1989) .Personalized inferences of emotions and appraisals:Component processes and correlates.Developmental Psychology,25(2),227-288.\r\nGnepp,J.,& Gould,M.E. (1985) . The development of personalized inferences:Understanding other people`s emotional reactions in light of their\r\nprior experiences.Child development,56,1455-1464.\r\nGnepp,J.,Klayman,J.,& Trabasso,T. (1982).A hieararchy of information sources for inferring emotional reactions.Journal of Experimental Child Psychology,33,111.-123.\r\nGross,A.L.,& Ballif,B. (1991) .Children`s understanding of emotion from facial expressions and situations:A review. Developmental Review,11,368-398.\r\nHarris,P.L. (1983) .Children`s understanding of the link between situation and emotion.Journal of Experimental Child Psychology,36,490-509.\r\nHarris,P.L. (1985) . What children know about the situations that provoke emotion. In M.Lewis & C.Saarni(Eds.) ,The socialization of emotions (pp.161-185) . New York:Plenum Press.\r\nHarris,P.L. (1989) .Mixed feelings.In P.L.Harris,Children and emotion (pp.106-126) .New York:Basil Blackwell.\r\nHarris,P.L.,& Guz,G.R.,& Lipian,M.S.,& Zhu,M.S.(1985) . Insight into the time course of emotion among Western and Chinese children.Child Development,56,972-988.\r\nHarris,P.L.,& Olthof,T. (1982) .The child`s concept of emotion.In G.E.Butterworth & P.Light(Eds.),Social cognition (pp.188-209) .Brighton,U.K.:Harvester.\r\nHarris,P.L., & Saarni,C. (1989) . Children `s understanding of emotion:An introduction.In C.Saarni, & P.L.Harris(Eds.),Children`s understanding of\r\nemotion (pp.3-24) . Cambridge: Cambridge University Press.\r\nHarter,S. (1977).A cognitive-developmental approach to children`s expression of conflicting feelings and a technique to facilitate such expression\r\nin play therapy.Journal of Consulting and Clinical Psychology,4S(3) ,417-432.\r\nHarter,S. (1982).A cognitive-developmental approach to children`s understanding of affect and trait labels.In F.C.Serafica(Ed.) ,Social-cognitive development in context (pp.27-61) .New York:The Guilford Press.\r\nHarter,S. (1986) . Cognitive-developmental processes in the integration of concepts about emotions and the self.Social Cognition,4(2) ,119-151.\r\nHarter,S.,& Buddin,B.J. (1987) .Children`s understanding of the simultaneity of two emotions:A fivestage developmental acquisition sequence.Developmental Psychology,23 (3) ,388-399.\r\nHarter,S.,& Whitesell,N.R. (1989) . Developmental changes in children`s understanding of single,multiple, and blended emotion concepts.In C.Saarni,& P.L. Harris(Eds.) ,Children`s understanding of emotion (pp.81-116) . Cambridge: Cambridge University Press.\r\nMarascuilo,L.A.,& Serlin,R.C. (1988) .Multiple comparisons for tests of homogeneity.In L.A.Marascuilo & R.C.Serlin,Statistical methods for the social\r\nand behavioral sciences (pp.364-379) .New York:W.H.Freeman and Company.\r\nMeerurn Terwogt,M.,& Koops,W.,& Oosterhoff,T.,& Olthof,T. (1986) . Development in processing of multiple emotional situations. The Journal o? General \r\nPsychology,113 (2) ,109-119.\r\nMichalson,L.,& Lewis,M. (1985) . What do children know about emotions and when do they know it.In M.Lewis & C.Saarni(Eds.) ,The socialization of emotions (pp.161-185) .New York:Plenum Press.\r\nOlthof,T.,& Meerurn Terwogt,M.,& Koops,W. (1987).Children`s knowledge of the integration of successive emotions.Perceptual and Motor Skills,65 (2) ,407-414.\r\nReissland,N. (1985) . The development of concepts of simultaneity in children`s understanding of emotions.Journal of Child Psychology and Psychiatry,26 (5) ,811-824.\r\nStein,N.,& Trabasso,T. (1989) .Children`s understanding of changing emotional states.In C.Saarni, & P.L.Harris(Eds.) ,Children`s understanding of emotion (pp.50-77) . Cambridge: Cambridge University Press.\r\nStrayer,J. (1986) . Children` s attributions regarding the situational determinants of emotion in self and others.Developmental Psychology,22 (5),649-654.\r\nStrayer,J. (1987) .Affective and cognitive perspectives on empathy.In N.Eisenberg & J.Strayer(Eds.),Empathy and its development (pp.218-244) . Cambridge:Cambridge University Press.\r\nTaylor,D.A.,& Harris,P.L. (1983) . Knowledge of the link betweenn emotion and memory among normal and maladjusted boys.Developmental Psychology,\r\n19(6) ,832-838.\r\nWhitesell,N.R.,& Harter,S. (1989) .Children`s reports of conflict between simultaneous opposite-valence emotions.Child Developmet,60,673-682.
描述 碩士
國立政治大學
心理學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002004415
資料類型 thesis
dc.contributor.advisor 蔣治邦zh_TW
dc.contributor.author (Authors) 許寶玉zh_TW
dc.contributor.author (Authors) XU, BAO-YUen_US
dc.creator (作者) 許寶玉zh_TW
dc.creator (作者) XU, BAO-YUen_US
dc.date (日期) 1992en_US
dc.date (日期) 1991en_US
dc.date.accessioned 2-May-2016 15:20:55 (UTC+8)-
dc.date.available 2-May-2016 15:20:55 (UTC+8)-
dc.date.issued (上傳時間) 2-May-2016 15:20:55 (UTC+8)-
dc.identifier (Other Identifiers) B2002004415en_US
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=101246-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description.abstract (摘要) 摘要\r\n混合情緒反應是指：對同一個人、事、或物，同時產生一正一負的兩種感覺。兒童對混合情緒反應的了解，會影響其自我情緒的調整與人際關係之和諧，是重要的發展課題。過去的研究發現：學前的兒童認為一個情境只能產生一種情緒反應；大約六歲開始，兒童認為兩種感覺以先後之次序存在；約九歲時，兒童認為一個人可以同時有兩種情緒反應；但是直到十一歲時，兒童才認為可對同一對\r\n象產生混合情緒反應。過去所使用的研究方法，有些過於依賴兒童的口語表達能力，可能會低估兒童實際的能力;有些研究則未詳究兒童的情緒反應判斷所代表的意義，往往無法清楚地描述兒童的發展狀況。因此，本研究希望能改善上述的弊病，探討各年齡兒童混合情緒概念的發展狀況。\r\n本研究呈現配合有圖片的四個故事錄音帶，請幼稚園大班、小學二年級、與小學四年級的兒童，以一套繪有正、負向表情的臉譜圓板，來表示他們對故事主角情緒反應的判斷。每個故事皆包含先後發生的兩個故事情節，兒童必讀判斷主角對某個人或某個情境的情緒反應。在情緒反應對象為個人的兩個故事中，一個是先發生正向事件，男一個則是負向事件在前；其他兩個情緒反應對象為情境的故事，正、負向情節的安排與前述兩個故事相同。故事呈現完後，請兒童先以臉譜圖板來表示其對故事主角之情緒反應判斷，再以一系列的問題來澄清兒童判斷的意義。本研究將兒童的判斷分為以下三大類：一、簡單情緒反應判斷一兒童主要依據單一事件的情緒訊息來判斷情緒反應，另一事件的訊息並不影響兒童對主角情緒反應之判斷。二、.綜合情緒反應判斷一兒童在判斷情緒反應時，同時受到\r\n正、負向情節訊息的影響，但最後將兩個情節訊息之影響融和成單一種情緒反應，認為主角最後只有一種情緒反應。三、混合情緒反應判斷一兒童在判斷情緒反應時，同時受到正、負向情節訊息的影響，且能將一正一負的兩種情緒反應整合在同一對象上，認為主角對同一對象產生混合情緒反應。\r\n研究結果發現：兒童對故事主角的情緒反應判斷與其年齡有關，相較於幼稚園大班、二年級的兒童而言，四年級兒童較少出現簡單情緒反應判斷。幼稚園大班兒童認為故事主角會有簡單情緒反應、綜合情緒反應、與混合情緒反應的人數相差不多；二年級兒童的判斷結果與大班相似；而四年級兒童最常出現綜合情緒反應判斷，出現簡單情緒反應判斷的人極少。另外各組兒童在四個故事的判斷上，大略而言都很一致；而當兒童只選擇一種情緒反應時，其所選的情緒反應種類多半與後發生的故事情節一致。根據所得的結果進一步討論：兒童做出一種情緒反應判斷時的可能原因；綜合情緒反應判斷產生的可能歷程，與其在情緒概念、發展上的重要性；接著探討前後情緒反應判斷與混合情緒反應判斷二者混淆的現象，及本研究方法未盡完善之處。zh_TW
dc.description.tableofcontents 目錄\r\n第一章 緒論....................1\r\n第二章 文獻探討....................9\r\n第一節 混合情緒概念的發展研究....................9\r\n第二節 研究方法之討論及批判....................14....................\r\n第三節 研究設計與目的....................17\r\n第三章 研究方法....................21\r\n第一節 研究對象....................21\r\n第二節 研究工具....................22\r\n第三節 主試者....................29\r\n第四節 研究程序....................30\r\n第五節 判斷分類方式....................36\r\n第四章 研究結果....................41\r\n第一節 各主試施測樣本分佈....................41\r\n第二節 各組兒童的判斷分佈差異檢驗....................42\r\n第三節 故事間判斷一致性檢驗....................51\r\n第四節 故事情節順序的影響....................53\r\n第五章 討論與建議....................57\r\n參考文獻....................65\r\n附錄一.故事圖卡....................71\r\n附錄二.圓板與其他道具....................76\r\n附錄三. 指導語....................77\r\n附錄四. 記錄紙....................88\r\n附錄五. 兩兩故事間的一致判斷卡方考驗....................91zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002004415en_US
dc.title (題名) 兒童混合情緒概念的發展研究zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 柯華葳、李昭玲。(民77) 。兒童情緒認知研究。國教學報，第一期， 173-187。臺北:國教研習會。\r\nBorke,H. (1971) . Interpersonal perception of young children:Egocentrism or empathy.Developmental Psychology,5,263-269.\r\nDonaldson,S.K.,& Westerman,M.A.(1986) . Development of children`s understanding of ambivalence and causal theories of emotions.Developmental\r\nPsychology,22 (5) ,655-662.\r\nEisenberg,N.,& Strayer,J.(1987) . critical Issues in the study of empathy.In N.Eisenberg & J.Strayer (Eds . ),Empathy and its development(pp.3-13).\r\nCambridge:Cambridge University Press.\r\nGnepp,J. (1989) .Personalized inferences of emotions and appraisals:Component processes and correlates.Developmental Psychology,25(2),227-288.\r\nGnepp,J.,& Gould,M.E. (1985) . The development of personalized inferences:Understanding other people`s emotional reactions in light of their\r\nprior experiences.Child development,56,1455-1464.\r\nGnepp,J.,Klayman,J.,& Trabasso,T. (1982).A hieararchy of information sources for inferring emotional reactions.Journal of Experimental Child Psychology,33,111.-123.\r\nGross,A.L.,& Ballif,B. (1991) .Children`s understanding of emotion from facial expressions and situations:A review. Developmental Review,11,368-398.\r\nHarris,P.L. (1983) .Children`s understanding of the link between situation and emotion.Journal of Experimental Child Psychology,36,490-509.\r\nHarris,P.L. (1985) . What children know about the situations that provoke emotion. In M.Lewis & C.Saarni(Eds.) ,The socialization of emotions (pp.161-185) . New York:Plenum Press.\r\nHarris,P.L. (1989) .Mixed feelings.In P.L.Harris,Children and emotion (pp.106-126) .New York:Basil Blackwell.\r\nHarris,P.L.,& Guz,G.R.,& Lipian,M.S.,& Zhu,M.S.(1985) . Insight into the time course of emotion among Western and Chinese children.Child Development,56,972-988.\r\nHarris,P.L.,& Olthof,T. (1982) .The child`s concept of emotion.In G.E.Butterworth & P.Light(Eds.),Social cognition (pp.188-209) .Brighton,U.K.:Harvester.\r\nHarris,P.L., & Saarni,C. (1989) . Children `s understanding of emotion:An introduction.In C.Saarni, & P.L.Harris(Eds.),Children`s understanding of\r\nemotion (pp.3-24) . Cambridge: Cambridge University Press.\r\nHarter,S. (1977).A cognitive-developmental approach to children`s expression of conflicting feelings and a technique to facilitate such expression\r\nin play therapy.Journal of Consulting and Clinical Psychology,4S(3) ,417-432.\r\nHarter,S. (1982).A cognitive-developmental approach to children`s understanding of affect and trait labels.In F.C.Serafica(Ed.) ,Social-cognitive development in context (pp.27-61) .New York:The Guilford Press.\r\nHarter,S. (1986) . Cognitive-developmental processes in the integration of concepts about emotions and the self.Social Cognition,4(2) ,119-151.\r\nHarter,S.,& Buddin,B.J. (1987) .Children`s understanding of the simultaneity of two emotions:A fivestage developmental acquisition sequence.Developmental Psychology,23 (3) ,388-399.\r\nHarter,S.,& Whitesell,N.R. (1989) . Developmental changes in children`s understanding of single,multiple, and blended emotion concepts.In C.Saarni,& P.L. Harris(Eds.) ,Children`s understanding of emotion (pp.81-116) . Cambridge: Cambridge University Press.\r\nMarascuilo,L.A.,& Serlin,R.C. (1988) .Multiple comparisons for tests of homogeneity.In L.A.Marascuilo & R.C.Serlin,Statistical methods for the social\r\nand behavioral sciences (pp.364-379) .New York:W.H.Freeman and Company.\r\nMeerurn Terwogt,M.,& Koops,W.,& Oosterhoff,T.,& Olthof,T. (1986) . Development in processing of multiple emotional situations. The Journal o? General \r\nPsychology,113 (2) ,109-119.\r\nMichalson,L.,& Lewis,M. (1985) . What do children know about emotions and when do they know it.In M.Lewis & C.Saarni(Eds.) ,The socialization of emotions (pp.161-185) .New York:Plenum Press.\r\nOlthof,T.,& Meerurn Terwogt,M.,& Koops,W. (1987).Children`s knowledge of the integration of successive emotions.Perceptual and Motor Skills,65 (2) ,407-414.\r\nReissland,N. (1985) . The development of concepts of simultaneity in children`s understanding of emotions.Journal of Child Psychology and Psychiatry,26 (5) ,811-824.\r\nStein,N.,& Trabasso,T. (1989) .Children`s understanding of changing emotional states.In C.Saarni, & P.L.Harris(Eds.) ,Children`s understanding of emotion (pp.50-77) . Cambridge: Cambridge University Press.\r\nStrayer,J. (1986) . Children` s attributions regarding the situational determinants of emotion in self and others.Developmental Psychology,22 (5),649-654.\r\nStrayer,J. (1987) .Affective and cognitive perspectives on empathy.In N.Eisenberg & J.Strayer(Eds.),Empathy and its development (pp.218-244) . Cambridge:Cambridge University Press.\r\nTaylor,D.A.,& Harris,P.L. (1983) . Knowledge of the link betweenn emotion and memory among normal and maladjusted boys.Developmental Psychology,\r\n19(6) ,832-838.\r\nWhitesell,N.R.,& Harter,S. (1989) .Children`s reports of conflict between simultaneous opposite-valence emotions.Child Developmet,60,673-682.zh_TW