Feeling the distance: The relationship between emotion regulation and spatial ability in childhood.

IF 3.1 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Eirini Flouri, Dimitris I Tsomokos
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引用次数: 0

Abstract

Research has shown experimentally that if children are taught to use language to create distance (socially, physically, and temporarily) when they revisit a potentially traumatic experience they reduce the intensity of their emotions. Building on this, this study was carried out to explore whether children with better spatial skills are better at such downregulation because of their very aptitude in understanding the concept of distance. Using data from a general-population birth cohort in the UK, the study examined the bidirectional association between emotional dysregulation and spatial ability among children aged 5 and 7 years. The findings reveal a significant reciprocal relationship even after adjusting for family, contextual, and individual confounders including verbal ability: spatial skills at age 5 years were inversely related to emotional dysregulation at age 7 years, and conversely, greater emotional dysregulation at age 5 years was associated with poorer spatial ability at age 7 years. The two paths were equally strong and there was no evidence of differences between them on the basis of sex. Our results suggest that enhancing spatial abilities could be a potential avenue for supporting emotion regulation in middle childhood.

感受距离儿童时期情绪调节与空间能力之间的关系。
研究通过实验表明,如果教会儿童在重温潜在的创伤经历时使用语言创造距离(社会、身体和暂时的),他们就会降低情绪的强度。在此基础上,我们开展了这项研究,探讨空间技能较强的儿童是否因其理解距离概念的能力而更善于进行这种下调。本研究利用英国一个普通人群出生队列的数据,对 5 岁和 7 岁儿童的情绪失调与空间能力之间的双向关系进行了研究。研究结果表明,即使对包括语言能力在内的家庭、环境和个人混杂因素进行调整后,二者之间仍存在明显的互惠关系:5 岁时的空间能力与 7 岁时的情绪失调成反比,反之,5 岁时的情绪失调越严重,7 岁时的空间能力越差。这两条路径具有同样的强度,而且没有证据表明它们之间存在性别差异。我们的研究结果表明,提高空间能力可能是支持儿童中期情绪调节的一个潜在途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Development and Psychopathology
Development and Psychopathology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
7.20
自引率
9.10%
发文量
319
期刊介绍: This multidisciplinary journal is devoted to the publication of original, empirical, theoretical and review papers which address the interrelationship of normal and pathological development in adults and children. It is intended to serve and integrate the field of developmental psychopathology which strives to understand patterns of adaptation and maladaptation throughout the lifespan. This journal is of interest to psychologists, psychiatrists, social scientists, neuroscientists, paediatricians, and researchers.
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