Children's fantasy play and emotional understanding.

Journal of clinical child psychology Pub Date : 1999-06-01 DOI:10.1207/s15374424jccp2802_13

A L Seja, S W Russ

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引用次数: 120

Abstract

Examined the relation between affective and cognitive processes in fantasy play and emotional understanding. Sixty-six children in the 1st and 2nd grades played with puppets (Affect in Play Scale; Russ, 1993), answered questions about their understanding of emotions (Kusche Affective Interview-Revised; Kusche, Greenberg, & Beilke, 1988), and completed a measure of verbal intelligence (Wechsler Intelligence Scale for Children-III; Wechsler, 1991). The major finding of this study was that consistent, yet modest, relations were found between dimensions of fantasy play and emotional understanding. Cognitive dimensions of fantasy play, but not affect expression, were related to facets of emotional understanding. These relations were independent of verbal ability. A composite fantasy play score accounted for a significant amount of variance in a composite emotional understanding score when verbal ability was accounted for. Variations in the pattern of correlations for girls and boys suggest sex differences in the relation between fantasy play and emotional understanding. Implications for clinical research and interventions are discussed.

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孩子的幻想游戏和情感理解。

研究幻想游戏与情感理解的情感和认知过程之间的关系。66名一、二年级儿童玩木偶(游戏影响量表;Russ, 1993)，回答了关于他们对情绪理解的问题(Kusche Affective Interview-Revised;Kusche, Greenberg， & Beilke, 1988)，并完成了语言智力测量(韦氏儿童智力量表- iii;韦氏,1991)。这项研究的主要发现是，幻想游戏的维度与情感理解之间存在一致而适度的关系。幻想游戏的认知维度与情感理解有关，但与情感表达无关。这些关系与语言能力无关。当考虑到语言能力时，综合幻想游戏得分可以解释综合情感理解得分的显著差异。女孩和男孩之间相关模式的差异表明，幻想游戏和情感理解之间的关系存在性别差异。讨论了临床研究和干预措施的意义。

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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Journal of clinical child psychology

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