I Can Relate: A Four-Wave Examination of Children's and Parents' Emoter-Referent Talk About Discrete Emotions.

IF 3.8 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-08-04 DOI:10.1111/cdev.70021

Peter J Reschke,Eric A Walle,Brooklyn Daines Coleman,J Michael Jex,Ashley M Fraser,Chris L Porter,Mindy A Brown,Brandon N Clifford,Amberly King,L Caroline McMurray,Ethan T Strang

引用次数: 0

Abstract

This study examined the development of emotion understanding. Children (N = 296, 157 boys, 139 girls) and parents (67% White, 8% Black, 15% Hispanic, 2% Asian American, 6% Biracial, 2% "Other") recruited from Denver, Colorado were observed annually for four years starting in 2019 (beginning Mage = 2.44 years, SD = 0.26) discussing a wordless storybook featuring illustrated emoters expressing joy, sadness, fear, anger, or disgust towards a referent (e.g., dropped ice cream). Analyses revealed changes and bidirectional relations in children's and parents' emoter talk and referent talk across early childhood, as well as differences in parent and child relative emoter-referent emphasis for discrete emotions. Implications for the ontogeny and socialization of young children's emotion understanding will be discussed.

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我能联系：对儿童和父母关于离散情绪的情感参考谈话的四波检查。

这项研究考察了情绪理解的发展。从2019年开始，从科罗拉多州丹丹市招募的儿童（N = 296, 157名男孩，139名女孩）和父母（67%白人，8%黑人，15%西班牙裔，2%亚裔美国人，6%混血儿，2%“其他”）每年观察一次，为期四年（从Mage = 2.44年开始，SD = 0.26）讨论一本无声的故事书，书中有插图表情符号，表达对指代物（例如，掉下的冰淇淋）的喜悦、悲伤、恐惧、愤怒或厌恶。分析揭示了儿童和父母在幼儿时期情绪言语和指称言语的变化和双向关系，以及父母和儿童在离散情绪的相对情绪-指称强调方面的差异。对幼儿情绪理解的个体发生和社会化的影响将被讨论。

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

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.