Consulting Editors July 1, 2022, through October 1, 2022

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2022-07-01 DOI:10.13110/merrpalmquar1982.67.2.00ii

P. Garner, Tamera D. Toney, C. Sheppard, Kristen F. Peairs, M. Prinstein, M. Putallaz, J. Kupersmidt, J. Coie, M. Flykt, Marissa Gastelle, R. Punamäki, Kathryn A. Kerns, Amanda J. Rose, Nicole Campione‐Barr, Sarah E. Killoren, Wendy M. Rote

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引用次数: 0

Abstract

Abstract:The aim of the current study was to address the potential moderating roles of emotional display rule knowledge and race in the relation between false-belief understanding and preschoolers’ positive interactions and behaviors with peers and teachers. Participants included 87 African American and Latinx preschoolers (52 boys and 35 girls, mean age 51.70 months) recruited from a Head Start program. After controlling for language, false-belief understanding was positively associated with positive ratings of children’s observed behavior with peers and teachers, but only for children average and low in knowledge of emotional display rules. In contrast, there was a significant and positive association between false-belief understanding and teacher ratings of challenging child behavior, but only for children with high emotional display rule knowledge. We also found that associations among false-belief understanding, emotional display rule knowledge, and children’s positive classroom interactions were influenced by child race. Findings are interpreted in light of the different levels of conceptual processing involved in core components of cognitive and affective dimensions of social understanding.

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咨询编辑2022年7月1日至2022年10月1日

摘要:本研究旨在探讨情绪表现、规则知识和种族在错误信念理解与幼儿与同伴和教师的积极互动和行为之间的关系中的潜在调节作用。参与者包括87名非裔美国人和拉丁裔学龄前儿童(52名男孩和35名女孩，平均年龄51.70个月)。在控制了语言因素后，错误信念理解与儿童在同伴和老师面前对观察到的行为的正面评价呈正相关，但仅对情绪表现规则知识水平一般和较低的儿童有效。相反，错误信念理解与教师对挑战性儿童行为的评分之间存在显著的正相关，但仅适用于具有高情绪表现规则知识的儿童。我们还发现，错误信念理解、情绪表现、规则知识和儿童积极课堂互动之间的关联受儿童种族的影响。研究结果是根据社会理解的认知和情感维度的核心组成部分所涉及的概念加工的不同层次来解释的。

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

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.