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1.
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
2.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed. 相似文献
3.
文章从情绪调节的定义入手,介绍了治疗儿童焦虑症的认知行为疗法,但它只对大约60—70％的儿童是有效的。文中重点介绍了情绪调节在焦虑症儿童治疗中的作用,还介绍了针对改善个体水平以及家庭水平的情绪调节策略。 相似文献
4.
The longitudinal contributions of emotion regulation and emotion lability‐negativity to internalizing symptomatology were examined in a low‐income sample (171 maltreated and 151 nonmaltreated children, from age 7 to 10 years). Latent difference score models indicated that for both maltreated and nonmaltreated children, emotion regulation was a mediator between emotion lability‐negativity and internalizing symptomatology, whereas emotion lability‐negativity was not a mediator between emotion regulation and internalizing symptomatology. Early maltreatment was associated with high emotion lability‐negativity (age 7) that contributed to poor emotion regulation (age 8), which in turn was predictive of increases in internalizing symptomatology (from age 8 to 9). The results imply important roles of emotion regulation in the development of internalizing symptomatology, especially for children with high emotion lability‐negativity. 相似文献
5.
Guided by bio-ecological theory, this study aimed to: (1) identify heterogeneity in the developmental patterns of emotion regulation for maltreated preschool-aged children; (2) examine the role of gender, language, placement instability, cognitive stimulation, and emotional support on patterns of stability and change of emotion regulation over time; and (3) elucidate the role of emotion regulation/dysregulation patterns on later academic achievement. This study utilized data from the first cohort of the National Survey of Child and Adolescent Well-Being. Results using LCA and LTA models indicated stability and change in emotionally regulated vs. emotionally dysregulated latent classes across 4, 5, and 6 ½ years of age. Placement instability significantly increased the likelihood of being classified as emotionally dysregulated at wave 1. Moreover, children classified as emotionally dysregulated by age 6 ½ scored significantly lower than children who were classified as emotionally regulated on measures of reading and math achievement by age 10. Based on these findings, placement stability at first contact with CPS should be promoted in order to prevent cascading negative effects on emotion regulation. Additionally, children who are more emotionally dysregulated by the time they transition to formal schooling should receive increased socioemotional and socioemotional learning supports. 相似文献
6.
This article presents a model featuring two types of emotion regulation—reactive and deliberate—and discusses the developmental trajectory of both types. We argue that the later-developing capacity for deliberate control builds on and coevolves with earlier-developing reactive control. Findings from the field of developmental neuroscience are mapped onto this model. The focus is on specific neural "hubs," such as the anterior cingulate cortex and the orbitofrontal cortex, which serve as epicenters for the coupling of cortical and subcortical processes. We propose that an increasing coordination between brain regions during emotional situations subserves more effective and efficient regulation with development. This framework can be used to explain different developmental pathways of regulatory styles that can, for example, lead to aggressive versus anxious modes of emotion regulation. The implications of this framework can help guide educational policy by supporting prevention and intervention strategies for children exhibiting difficulties with emotion regulation. 相似文献
7.
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
8.
OBJECTIVE: The primary goal of this pilot study was to examine emotion management skills (i.e., emotional understanding, emotion regulation) in children who had experienced neglect and a control group to determine the ways that neglect may interfere with children's emotional development. METHOD: Participants included children 6--12 years of age and their mothers (neglect group, N=24; control, N=24). Participants completed questionnaires and an interview that assessed children's emotional understanding and emotion regulation. RESULTS: Findings indicated that neglected children, compared to their non-maltreated peers, demonstrated lower understanding of negative emotions (i.e., anger, sadness) and fewer adaptive emotion regulation skills. Further, neglected children expected less support and more conflict from mothers in response to displays of negative emotion and reported that they were more likely to attempt to inhibit the expression of negative emotion. CONCLUSIONS: Findings suggest that neglect may interfere with the normal acquisition of emotional understanding and emotion regulation skills, highlighting the importance of addressing these skills in the context of clinical intervention with neglected children. 相似文献
9.
Relations between physiological and cognitive regulatory systems: infant sleep regulation and subsequent executive functioning 总被引：1，自引：0，他引：1
The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement. 相似文献
10.
Self-regulation includes both cognitive and affective components, but few researchers have investigated how these components interact to better explain self-regulation. The purpose of this study was to investigate how children's private speech, which is typically related to cognitive ability, was utilized during an emotion-eliciting task. By examining the social and private speech that occurred as children coped with a frustration task, a better understanding of how children regulate their emotional displays can be achieved. Children's speech, emotional expressions (sadness and anger), and emotion regulation strategies (distraction and self-comforting) were coded during a frustration task completed by preschool-aged children (N = 116). Children's social speech to mothers and private speech were transcribed. Children's private speech was categorized according to five mutually exclusive categories: vocalizations, inaudible muttering, task-irrelevant, negatively valenced task-relevant, or facilitative task-relevant. Sadness was associated with more social speech and negatively valenced task-relevant private speech, whereas anger was associated with less distraction and facilitative task-relevant private speech and more vocalizations and negatively valenced task-relevant private speech. Additionally, private speech predicted unique variance beyond that explained by the emotion regulation strategies and moderated the relations of emotion regulation strategies to both anger and sadness. These empirical findings support theoretical propositions that language is a factor in children's emotion regulation. The implications of these findings include support for the encouragement of private speech in the classroom because of its relation to emotional, in addition to cognitive, regulatory functions. 相似文献
11.
Jianzhong Xu 《The Journal of educational research》2018,111(1):1-11
The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both emotion management and cognitive reappraisal were positively associated with 5 individual-level variables (monitoring motivation, managing time, learning-oriented reasons, self-concept, and teacher feedback) and 1 class-level variable (self-concept). In addition, at the individual level, emotion management was associated negatively with adult-oriented reasons but positively with arranging the environment and prior mathematics achievement. Meanwhile, cognitive reappraisal was positively associated with parent education at the class level. 相似文献
12.
ABSTRACTThe effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children. 相似文献
13.
Melissa Duncombe Sophie S. Havighurst Kerry A. Holland Emma J. Frankling 《Early education and development》2013,24(5):599-615
Research in child development suggests that emotional competence and effortful control are important for the prevention of conduct disorder, although studies regarding their effects in relation to each other are limited. This investigation examined the additive contribution of specific components of emotional competence and effortful control to child disruptive behaviors, after controlling for IQ and symptoms of inattention/hyperactivity. The sample consisted of 357 Australian five- to nine-year-old children who were identified through a school-wide screening procedure as at risk for developing conduct disorder. Five independent variables were evaluated including emotion identification, emotion understanding, emotion regulation, inhibitory control, and cognitive flexibility. Outcome variables measured child disruptive behavior problems and were based on parent and teacher assessment. Results indicated that deficits in emotion regulation and cognitive flexibility are significantly related to risk for disruptive behavior problems, according to parent but not teacher report. These deficits outweighed inhibitory control, emotion identification, and emotion understanding in their association with problem behavior. Findings may enhance the content and delivery of preventative programs. 相似文献
14.
李飞 《通化师范学院学报》2013,(1):138-141
研究采用修订后认知情绪调节问卷（CognitiveEmotionRegulationQuestionnaire,CER．Q）对712名在校师范专业学生进行测验。结果表明：1高师生更倾向于使用内控型积极情绪调节策略（如积极重评、调整计划等）;2高师生只在自我安慰维度存在性别差异,女生使用更多自我安慰;3大一学生使用更多调整计划策略,大二大三学生则使用更多的灾难化与责怪他人策略;4不同专业的高师生在调整计划、积极重评和灾难化等雏度使用上存在显著差异。结论：高师生整体使用较为积极的适应性认知情绪调节策略,但需积极关注个别群体的情绪调节方式和心理健康水平。 相似文献
15.
Marta Giménez-Dasí Marta Fernández-Sánchez Laura Quintanilla 《Early education and development》2013,24(8):1128-1144
Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children’s social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components. 相似文献
16.
兰玉萍 《青岛大学师范学院学报》2012,29(1):45-48
适度运动对儿童心理发展具有积极促进作用。运动对儿童心理发展的积极影响主要表现在三个方面：一、运动能促进认知发展;二、运动有助于调节情绪;三、运动有利于积极自我的形成。运动促进儿童心理发展的内在机制为：首先通过改善神经系统的工作能力直接促进心理发展;其次,以对情绪的调节为中介间接促进心理发展。对儿童运动的设计应简单易行,增加趣味性,强度适当。 相似文献
17.
A. Nayena Blankson Marion O’Brien Esther M. Leerkes Stuart Marcovitch Susan D. Calkins Jennifer Miner Weaver 《Child development》2013,84(1):346-360
Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non‐White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes. 相似文献
18.
The goal of this study was to evaluate a complex multiple mediation model linking parental support, homework self-efficacy, emotion regulation strategies (i.e. cognitive reappraisal and expressive suppression), and homework emotions among Chinese children. Participants were 832 fourth and fifth grade students attending public primary schools in urban China. Measures of parental support, homework self-efficacy, emotion regulation strategies, and homework emotions were collected using self-report assessments. Results from multiple mediation analyses demonstrated that parental support indirectly predicted homework emotions through its positive associations with homework self-efficacy and cognitive reappraisal strategy. However, homework self-efficacy and expressive suppression strategy did not mediate the relation between parental support and homework emotions. Results are discussed with regard to the roles of homework self-efficacy and emotion regulation strategies in the links between parental support and children’s homework emotions. Educational implications are also considered. 相似文献
19.
Social information processing, security of attachment, and emotion regulation in children with learning disabilities 总被引：1，自引：0，他引：1
This study examined the contribution of attachment security and emotion regulation (ER) to the explanation of social information processing (SIP) in middle childhood boys with learning disabilities (LD) and without LD matched on age and grade level. Children analyzed four social vignettes using Dodge's SIP model and completed the Kerns security scale and the children's self-control scale. Study results demonstrated major difficulties in SIP, lower attachment security, and less ER in children with LD compared to children without LD. Attachment as well as the interaction between attachment and ER emerged as important contributors to most SIP steps, suggesting that children with higher security who also have better ER skills will have better SIP capabilities along the different steps, beyond group inclusion. Results were discussed in terms of practical and clinical implications regarding the importance of mother-child attachment and ER skills for social cognitive capabilities in children with LD. 相似文献
20.
认知重评策略能够有效调节被试的主观情绪体验、杏仁核等区域皮层活动水平和面部表情的变化等。而在情绪外周变化方面,认知重评对积极情绪的调节效果更为显著;而对负性情绪的调节效果则受到调节目标的影响。杏仁核、腹外侧前额皮层、背外侧前额皮层等区域与外周变化密切相关,但对于这些脑区间的相互作用机制,仍有待进一步考察。 相似文献