Preschool Children's Understanding of Their Own and Others' Emotions Based on Situational Cues

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  • 幼児における状況手がかりからの自己情動と他者情動の理解
  • ヨウジ ニ オケル ジョウキョウ テガカリ カラ ノ ジコ ジョウドウ ト タシャ ジョウドウ ノ リカイ
  • 幼児における状況手がかりからの自己情動と他者情動の理解

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Abstract

Using tasks calling for the inference of emotions from situational cues, preschool children's understanding of their own and others' emotions was investigated. Preschool children (29 boys and 29 girls: 21 3-year-olds, 18 4-year-olds, 17 5-year-olds) predicted and explained their own and others' emotional response to different types of events. The emotional events were situations that might produce one of the following emotions: happiness, sadness, and anger. The 2 experimental conditions were an other-emotion condition and an own-emotion condition. In the former, the protagonist in the events was an imaginary person; in the latter, the protagonists were the participants themselves. The 3-year-old children revealed significantly lower performance in the own-emotion condition than in the other-emotion condition. In contrast, no significant differences were found in the results from the 4-and 5-year-old children. Further analysis indicated that the performance of the participants in the own-emotion condition was affected by their personal emotional experiences.

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