摘要
采用将作者情绪状态与图画作品相匹配的方法,分别以线条、颜色和内容为线索,考察了3.5~5.5岁儿童对图画作者情绪状态与其作品间关系的认知发展。结果表明：3.5岁儿童尚不能将作者情绪状态与图画特点联系起来,4.5岁儿童开始能够将作者情绪状态与图画特点联系起来,5.5岁儿童的水平在此基础上又有明显的发展。儿童对作者情绪状态与图画间关系的把握显示出一定的性别差异,但对图画传递的情绪信息的认知在各要素形式（颜色、线条、内容）之间差异不明显。
To examine young children＇s cognition of the relations between the drawings and the emotional states of their painters, we observed 3.5- 5.5 year-old children match the drawings for the painters according to their cognition of the formal factors （lines, colors and contents） of the drawings and the emotional states of the painters. The results showed that 3.5-year-old children could not understand the relationship between the emotional states of the painter and his drawings, while 4.5-year-old children had rudimentary knowledge about it and 5.5-year-old children＇s ability developed more significantly. Among 4.5-year-olds, girls＇ performance was better than boy＇s. Among the formal factor （lines, colors and contents） tasks, there was no significant difference in young children＇ s understanding of the relationship.
出处
《心理科学》
CSSCI
CSCD
北大核心
2007年第6期1332-1336,共5页
Journal of Psychological Science
基金
华东师范大学985认知科学平台的资助
关键词
情绪状态
图画
认知发展
emotional state, drawing, cognitive development
