5-12岁儿童反事实情绪的发展及调节因素

心理与行为研究 ›› 2013, Vol. 11 ›› Issue (6): 774-779.

5-12岁儿童反事实情绪的发展及调节因素

童薇¹, 阳泽², 姚春荣³

1 阿坝师范高等专科学校,四川 623002;
2 西南大学教育学部,重庆 400715;
3 重庆市北碚区梨园小学校,重庆 400799

收稿日期:2012-10-12 出版日期:2013-11-20 发布日期:2015-02-15
作者简介:童薇,女,阿坝师范高等专科学校助教。E-mail:tongweiivy@163.com

The Development Counterfactual Emotion and its Influential Factors of Children From 5 to 12 Years

Tong Wei¹,Yang Ze²,Yao Chunrong³

1 Aba Teachers College,Sichuan 623002;
2 School of Education,Southwest University,Chongqing 400715;
3 Chongqing Beibei Liyuan School ,Chongqing 400715

Received:2012-10-12 Online:2013-11-20 Published:2015-02-15

摘要/Abstract

摘要： 通过通过两个实验对5-12岁儿童反事实情绪发展及其影响因素进行了探索。实验一检验 “自我-他人”以及情境因素对儿童反事实情绪发生的影响。结果发现,我国儿童在5岁左右已经获得反事实情绪能力,“自我-他人”效应只对学前儿童的反事实情绪有影响;不同任务下,儿童的反事实情绪表现有差异。实验二探索多重反事实选项的对比对反事实情绪的作用。发现有预期组被试的反事实情绪与无预期组被试的反事实情绪有显著差异,表明儿童反事实情绪不仅受反事实与事实对比的影响,还受预期反事实、反事实与事实三重对比的影响。

关键词: 5-12岁, 反事实情绪, 影响因素

Abstract: This study mainly explored the cause of counterfactual emotion and its influential factors. In experiment 1,self-other factor and situation factor were set as independent variables to explore the two factors’ effect on the counterfactual emotion as the dependent variable. The results of experiment 1 showed that children from senior classes of kindergarten can experience regret and relief. Only preschool students are influenced by self-other factor, and subjects preformaned differently in different situation. In the experiment 2,by setting the situations,we contrasted counterfactual emotional strength of the children who had expecting outcome and that of the subjects who have no expecting outcome. The results of experiment 2 showed that whether or not having expectations would indeed influence the subjects’ initial emotional experiences.

Key words: 5-12 years old, counterfactual emotion, influence factors.

中图分类号:

B844.1

童薇, 阳泽, 姚春荣. 5-12岁儿童反事实情绪的发展及调节因素[J]. 心理与行为研究, 2013, 11(6): 774-779.

Tong Wei,Yang Ze,Yao Chunrong. The Development Counterfactual Emotion and its Influential Factors of Children From 5 to 12 Years[J]. Studies of Psychology and Behavior, 2013, 11(6): 774-779.

参考文献

冯丽. (2010). 儿童对道德事件反事实情绪的理解. 上海:上海师范大学.
侯超. (2007). 小学儿童情绪表达规则认知发展及其与同伴关系、社会行为的关系. 济南:山东师范大学.
寇彧,倪霞玲,徐华女,马会萍. (2006).小学中高年级儿童情绪理解力的特点研究.心理科学,(4)4976-979.
马瑞瑾. (2010). 不同情境事件对学前儿童反事实思维的影响研究. 重庆: 西南大学.
卿素兰,方富熹. (2004). 儿童反事实思维研究综述. 湖北大学学报(哲学社会科学版),31 (4),470-473.
索涛,冯廷勇,王会丽,李红. (2009). 后悔的认知机制和神经基础. 心理科学进展,17,334-340.
王慧良. (2006). 不同故事情境下的反事实推理对情绪影响的实验研究. 重庆:西南大学.
杨红升,黄希庭. (2000). 关于反事实思维的研究. 心理学动态,8 (3),12-18.
张丽华. (2004).母亲行为与小学儿童自尊的关系. 大连:辽宁师范大学.
Amsel,E.,Robbins,M.,Tumarkin,T.,Janit,A.,Foulkes,S.,& Smalley,J. D. (2003). The card not chosen:The development of judgments of regret in self and others. Child Development,39,1-43.
Beck,S. R.,& Crily,M. (2009). Is understanding regret dependent on developments in counterfactual thinking? British Jouranl of Developmental Psychology,27,505-510.
Beck,S. R.,Robinson,E. J.,Carroll,D. J.,& Apperly,I. A. (2005). Children's thinking about counterfactuals and future hypotheticals as possibilities. Child Development,41,1-43.
Camille,N.,Coricelli,G.,Sallet,J.,Pradat-Diehl,P.,Duhamel,J.-R.,& Sirigu,A. (2004). The involvement of the orbitofrontal cortex in the experience of regret. Science,304,1167-1170.
Connor,E. O.,Tereas,M.,& Feeney,A. (2012). The development of regret. Journal of Experimental Child Psychology,111,120-127.
Feeney,A.,& Handley,S. J. (2006). Comparisons,mental models,and the action effect in judgments of regret. Memory and Cognition,34 (7),1422-1430.
Ferrell,J. M.,Guttentag,R. E.,& Gredlein,J. M. (2009). Children's understanding of counterfactual emotions:Age differences,individual differences,and the effects of counterfactual-information salience. British Journal of Developmental Psychology,27,560-585.
Guttentag,R.,& Ferrell,J. (2004). Reality compared with its alternatives:Age differences in judgments of regret and relief. Developmental Psychology,40 (5),764-775.
Guttentag,R.,& Ferrell,J. (2008). Children's understanding of anticipatory regret and disappointment. Cognition adn Emotion,22 (5),815-832.
Mandel,D. R.,& Dhami,M. K. (2005). “What I did” versus “what I might have done”: EVect of factual. Journal of Experimental Social Psychology,41,627-635.
Rafetseder,E.,& Perner,J. (2012). When the alternative would have been better:counterfactual reasoning and the emergence of regret. Cognition and Emotion, 26(5),800-819.
Roese,J. N. (1994). The functional basis of counterfactual thinking. Journal of Personality and Social Psychology ,66,805-818.
Weisberg,D. P.,& Beck,S. R. (2010). Children's thinking about their own and others'regret and relief. Journal of Experimental Child Psychology ,106,184-191.
Weisberg,D. P.,& Beck,S. R. (2011). The Development of Children's Regret and Relief. Congnition and Emotion,26(5),820-835.
Zeelenberg,M. (1999). The use of crying over spilled milk:A note on the retionality and functionality of regret. Philosophical Psychology ,12 (3),325-340.

[1]	李毅, 谭婷. 家庭经济资本和中小学生阅读兴趣的关系：家庭文化资本的中介作用[J]. 心理与行为研究, 2019, 17(4): 520-528,576.
[2]	曹立人,王婷,朱琳. 高中生学习力的影响因素研究^*[J]. 心理与行为研究, 2016, 14(6): 773-778.
[3]	张彩云,武浩. 中小学生课堂问题行为研究述评[J]. 心理与行为研究, 2016, 14(3): 420-425.
[4]	李四化, 张力为. 错误相关负波影响因素研究述评[J]. 心理与行为研究, 2015, 13(4): 570-576.
[5]	杨宝忠. 小学教师敬业度影响因素实证研究^*[J]. 心理与行为研究, 2015, 13(3): 341-346.
[6]	陈世平，韦诗，王晓庄. 影响城市退休人员再就业意向的相关因素研究^*[J]. 心理与行为研究, 2014, 12(5): 688-694.
[7]	童辉杰, 刘轩. 大学生村官工作适应的影响因素分析[J]. 心理与行为研究, 2013, 11(6): 813-818.
[8]	甘彩虹张金桥. 重复启动条件下汉英双语者英语复合词的词汇通达机制[J]. 心理与行为研究, 2013, 11(5): 595-600.
[9]	李洪玉,徐良森,张龙梅. 情境兴趣的研究进展[J]. 心理与行为研究, 2008, 6(3): 235-240.
[10]	贾晓波,陈凤荣. 工作倦怠的测量及其干预研究综述[J]. 心理与行为研究, 2006, 4(1): 55-60.
[11]	沈德立,马惠霞. 论心理健康素质[J]. 心理与行为研究, 2004, 2(4): 567-571.
[12]	陈姝娟,周爱保. 主观幸福感研究综述[J]. 心理与行为研究, 2003, 1(3): 214-217.
[13]	梁宝勇. “非典”流行期民众常见的心理应激反应与心理干预[J]. 心理与行为研究, 2003, 1(3): 223-230.