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Alternative TitleCognitive Characteristics of Emotional Display Rule Among Children with Learning Disabilities
俞国良; 侯瑞鹤; 罗晓路
Source Publication心理学报
Abstract采用儿童对情绪表达规则的认知访谈故事,比较了学习不良儿童和一般儿童对情绪表达规则认知的发展特点。结果发现,学习不良儿童表情调节知识水平显著低于一般儿童,性别差异不显著,组别与年级交互作用不显著,表明两组儿童发展趋势相似,发展水平不同; 学习不良儿童报告出较少的社会定向目标,自我保护目标得分与一般儿童差异不显著; 学习不良儿童缺少根据不同人际关系类型,灵活运用情绪表达规则知识的能力,而且较少把情绪表达规则的使用和目标联系起来。
Keyword学习不良 情绪 表达规则 认知特点
Subject Area认知心理学 ; 发展心理学
Indexed By中文核心期刊要目总览 ASPT来源刊 CJFD收录刊
Funding Project国家自然科学基金资助项目(30570614)
NoteEmotional display rule cognitive tasks and emotion decision figures were employed in the present experiment.90 children selected from 1~(st),3~(rd) and 5~(th) grade in a primary school(44 learning disabilities and 46 normal) were interviewed individually with 6 stories.The results indicated that expression regulation knowledge of learning disabilities and normal children increased as their grade increased,but the developmental level was different between two groups.There were no significant gender differenc...
Document Type期刊论文
Corresponding Author俞国良
Recommended Citation
GB/T 7714
俞国良,侯瑞鹤,罗晓路. 学习不良儿童对情绪表达规则的认知特点[J]. 心理学报,2006,38(1):85-91.
APA 俞国良,侯瑞鹤,&罗晓路.(2006).学习不良儿童对情绪表达规则的认知特点.心理学报,38(1),85-91.
MLA 俞国良,et al."学习不良儿童对情绪表达规则的认知特点".心理学报 38.1(2006):85-91.
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