共查询到19条相似文献，搜索用时 203 毫秒
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国外儿童心理治疗与干预中的情绪研究述评 总被引：1，自引：0，他引：1
情绪具有促使个体适应环境的功能,在个体身心发展中起着重要作用.来自临床心理学的研究表明,问题儿童在情绪能力上存在这样那样的缺失,来自神经心理研究的结果则表明情绪的神经通路具有可塑性,理论研究则认为语言干预和认知训练能够促进儿童情绪能力的发展.基于此,在临床实践中,心理学工作者发展了多种以情绪为焦点的咨询与治疗模式,如促进选择性思维策略、情绪课程和情境情绪调节疗法.经验证明,这些模式对特定问题是有效的. 相似文献
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情绪认知是儿童心理理论的重要组成部分,幼儿阶段是儿童情绪认知迅速发展的时期,它在儿童的社会交往中具有不容忽视的作用。研究表明,儿童的情绪认知可分为面部表情的认知、愿望和信念的理解、情绪理解与情绪调节和儿童道德情绪认知几个部分。 相似文献
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采用小学生情绪调节问卷中文版(ERQ-CC)、艾森克人格量表中文儿童版(EPQ-Ck)和儿童抑郁量表中文版(CDI-C)对1381名小学生进行调查,考察小学生神经质与抑郁情绪的关系,及情绪调节的中介作用.结果发现:(1)小学女生认知重评使用率得分显著高于男生;六年级是小学生表达抑制策略发展的关键期;(2)神经质、表达抑制、抑郁情绪之间存在显著的正相关,认知重评与神经质、抑郁情绪间存在显著的负相关;(3)神经质、认知重评、表达抑制均能显著预测抑郁情绪,认知重评和表达抑制在神经质与抑郁情绪关系间起部分中介作用.本研究对于探索小学生抑郁发生发展机制具有一定的理论意义. 相似文献
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本文通过综合不同情绪的多层模型所构建的理论框架,阐述了情绪的双重记忆模型,展示了情绪和情绪调节在其复杂的交互系统中的运作,表明了情绪和情绪调节对认知各重要领域均具有恢复作用。针对在情绪调节中运行的认知过程不同,系统地考察了连续注意、记忆过程、意识和情绪体验觉察等问题,结合临床应用得出结论,并对未来的研究方向予以了展望。 相似文献
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本研究探讨了儿童情绪认知能力各部分之间的相互影响,研究结果表明:(1)在表情识别部分是儿童情绪认知能力其余各部分的基础;(2)儿童表情识别能力对情绪认知的情绪伪装能力、移情能力、信念理解能力、情绪调节能力等具有预测作用;(3)儿童情绪伪装和移情能力对信念理解能力具有预测作用;(4)儿童情绪调节能力对情绪伪装能力具有预测作用. 相似文献
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情绪调节策略与记忆研究进展 总被引：9，自引：0，他引：9
情绪调节策略和记忆的关系是近几年逐渐兴起的一个研究领域，对于进一步认识情绪与认知的关系、形成有效的情绪调节策略、提高教学和学习效率、促进儿童青少年的健康发展具有重要意义。本文对情绪调节及其策略、情绪调节策略和记忆的关系的理论和实证研究进行了评述，指出情绪调节策略与记忆材料性质之间存在复杂的交互作用，并受到注意资源分配、个体情绪体验、认知能量损耗、认知加工策略等诸多因素的综合影响。最后讨论了情绪调节与记忆关系的研究方向。 相似文献
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情绪对认知加工产生了深远的影响,因此要揭示人类认知过程的本质就有必要考察情绪加工的大脑发生机制。但就内容而言,目前有关情绪加工的研究多集中在情绪识别、情绪记忆、情绪易感性、情绪调节及情绪影响认知等方面。国外开始关注情绪在经济决策中的神经机制研究,研究发现情绪相关的脑区在人类经济决策过程中起着重要的作用。也有研究揭示文化和性别及其相互作用会产生基于不同的积极情绪和消极情绪的链接模式。然而受到注意资源、刺激评定、刺激内容、刺激物理特征、任务、个体差异等因素的影响,很多研究得出不一致的结论。 相似文献
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情绪调节是儿童认知发展的一个重要方面.儿童时期个体的努力控制直接影响着其情绪调节能力的发展以及个体情绪表达方式的发展.执行注意系统是努力控制的基础,儿童执行注意系统的发展使得儿童能够更好地控制刺激和反应,提高对冲突情景的应变能力,在反应性上提高个体的情绪调节能力. 相似文献
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The Relations of Emotionality and Regulation to Preschoolers' Social Skills and Sociometric Status 总被引：5，自引：0，他引：5
Nancy Eisenberg Richard A. Fabes Jane Bernzweig Mariss Karbon Rick Poulin Laura Hanish 《Child development》1993,64(5):1418-1438
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts. 相似文献
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基于神经学方法的运用,情绪、情绪调节研究发现事件相关电位的晚正成分LPP与情绪刺激的自动化加工、有意控制加工之间有着紧密的联系。LPP源于枕叶和后顶叶皮层,由蓝斑——去甲肾上腺素系统对情绪刺激进行反应时产生,反映了注意对情绪刺激的持续偏向和加工。由于个体生活经历、年龄发展及基因的不同,LPP存在个体差异性。情绪调节的ERP研究发现,LPP的时程可作为情绪调节的替代指标。在此基础上,提出ERP在较完整理解情绪加工和调节这一应用领域中的未来发展方向。 相似文献
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STEM教学已经成为跨学科教育的主流,然而目前我国针对学生STEM课堂情绪的研究主要以问卷调查等定量研究为主,质性研究较少。问卷调查作为一种课后的检测手段,降低了对学生直观情绪变化探究的真实性。而且情绪虽然通过个人表达,但它作用于日常社会交互并被社会交互所影响。描述微观社会环境中社会互动结果的情感能量(Emotional Energy),可以反映个体或集体在进行成功的社会交互后的情感体验,有助于人们从社会学视角分析情绪与认知间的相互作用。基于情感能量模型,采用民族志观察法,对某乐高课堂中的学生情绪状态进行分析后发现:(1)在STEM课程中情感能量有戏剧性和非戏剧性的波动,这种情绪能量体验会随着课程的深入而发生变化;(2)学生的情感能量与其课堂表现紧密相关;(3)高强度的小组情感能量更有助于科学知识的理解;(4)将情感注入STEM学习会增强学生的学习兴趣。因此,教师在STEM教学中要注意学生课堂情绪的调节,采取一定的教学支持或干预措施激励学生探究和小组合作,提升STEM教学质量。 相似文献
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GENDER MODERATES ASSOCIATION BETWEEN EMOTIONAL‐BEHAVIORAL PROBLEMS AND TEXT COMPREHENSION IN CHILDREN WITH BOTH READING DIFFICULTIES AND ADHD 
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下载免费PDF全文 Quintino R. Mano Kristen E. Jastrowski Mano Carolyn A. Denton Jeffery N. Epstein Leanne Tamm 《Psychology in the schools》2017,54(5):504-518
Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications. 相似文献
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为比较准确地了解国内情绪这一领域研究的热点和重点,利用Bicomb及SPSS软件对从中国知网中查询到的2008--2013年的440篇文献绘制了情绪研究的热点知识图谱．研究结果表明,我国情绪研究热点主要包括2个维度和3个热点：2个维度为情绪能力与情绪状态、情绪调节策略与效果评估;3个热点分别为情绪和决策关系的研究以及情绪的ERP研究、情绪的理论研究及调节策略、情绪状态的心理测量学研究． 相似文献
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Shelly J. Schmidt 《Journal of Food Science Education》2019,18(4):87-96
Traditionally, cognition and emotion were believed to be independent systems; however, research in the cognitive and neurobiological sciences has shown that the relationship between cognition and emotion is both interdependent and extensive. This intimate connection between emotion and cognition is leading to a number of insights that have the potential to inform and transform educational practices at all levels—from the classroom to the curriculum to educational policy. The question that has been on my mind (and on my heart) is, as a teacher, how can I both embrace and harness the power of emotion to help my students’ learning be more meaningful, useful, and intrinsically motivated? In this article, I would like to share with you some of the effective practices that I have implemented in my classroom and how I have worked to intentionally embed the emotional aspect of learning into the framework of the courses I teach. 相似文献
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情绪信息和注意偏向的关系一直是情绪研究和社会认知研究的热点。大量的研究均以情绪障碍患者作为被试群体,忽视了正常群体的研究,对情绪信息也片面地划分为正性与负性刺激,没有考虑到情绪刺激的社会意义。从社会计量器理论出发,从影响注意偏向效应的人格特质——自尊出发,以情绪刺激的人际效力为出发点,在综合国内外研究成果基础上,对不同自尊水平个体在人际拒绝/人际接纳情绪刺激注意偏向上的差异进行梳理和综述,以期深入探明问题实质,并为今后研究提供参考。 相似文献
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Paul A. Schutz Ji Y. Hong Dionne I. Cross Jennifer N. Osbon 《Educational Psychology Review》2006,18(4):343-360
This article represents our current reflections on our approach to inquiry on emotions in education. Our views reflect an eclectic blend of, educational, psychological, and social historical approaches to inquiry on emotion and emotional regulation. In an effort to explicate our approach, we address our working definitions of emotion and emotional regulation. Next, we discuss our views on transactions among cognition, motivation and emotions, as well as the methods and methodologies that guide our inquiry on emotions in education. We conclude with some of the problems associated with, as well as a discussion of why, in spite of the challenges related to doing inquiry on emotions, the study of emotions can be useful for improving educational processes.
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| Paul A. SchutzEmail: |
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《Child abuse & neglect》2014,38(10):1590-1598
Abuse and neglect in childhood are well-established risk factors for later psychopathology. Past research has suggested that childhood emotional abuse may be particularly harmful to psychological development. The current cross-sectional study employed multiple regression techniques to assess the effects of childhood trauma on adulthood depression and emotion dysregulation in a large sample of mostly low-income African Americans recruited in an urban hospital. Bootstrap analyses were used to test emotion dysregulation as a potential mediator between emotional abuse in childhood and current depression. Childhood emotional abuse significantly predicted depressive symptoms even when accounting for all other childhood trauma types, and we found support for a complementary mediation of this relationship by emotion dysregulation. Our findings highlight the importance of emotion dysregulation and childhood emotional abuse in relation to adult depression. Moving forward, clinicians should consider the particular importance of emotional abuse in the development of depression, and future research should seek to identify mechanisms through which emotional abuse increases risk for depression and emotion dysregulation. 相似文献