摘要
混合情绪是指同一情境中同时存在两种不同或者矛盾的情绪状态,其发展模式表现为从单一情绪理解到多种情绪理解、从继时性混合到同时性混合的特点,但在具体的发展年龄特征上研究结果存在分歧。混合情绪的发展研究主要采用临床访谈法,但在材料制作、刺激呈现、被试反应方式以及结果处理等方面存在差异。未来,在研究范式上需要有所突破,同时,应扩大取样的年龄范围,从发展水平和模式两个方面系统考察儿童混合情绪的发展特点及其影响与作用。
Though some models of emotion contend that happiness and sadness are mutually exclusive in experience, a considerable number of studies suggest that mixed emotions do exist. In other words, people can feel happy and sad at the same time in emotionally complex situations. In the field of developmental psychology, mixed emotions are defined as the emotional state with two different or opposite-valence emotions in the same situation. The existence of mixed emotions is based on the same situation or conditions. Several researchers, such as Harter and Buddin, Harris and Larsen et al. , believe that the understanding and experience of mixed emotions are different from each other. A large number of studies have shown that children develop a better conceptual understanding of mixed emotions. The researchers assessed the time course of mixed emotions by asking children whether they felt opposite-valence emotions at the same time, or first one and then the other. Most 4- and 5-year-olds thought that the protagonist would merely feel happy or sad, and rejected the notion that the protagonist would feel both happy and sad. Most 7- to 8-year-olds and almost all 10- to 11-year-olds, however, believed that the story＇ s protagonist would have mixed emotions. In sum, children＇ s conceptual understanding of mixed emotions develops with age. However, limited research has examined children＇ s actual experience of mixed emotions. Recent findings show that older children are more likely than younger children to report experiencing mixed emotions. These results suggest that in addition to having a better conceptual understanding of mixed emotions, older children are more likely than younger children to actually experience mixed emotions in emotionally complex situations. Language is one of the most important factors, which affect the development of mixed emotions. As a vector of cognitive representation and a tool for social interaction, the development of language improves the ability of comprehension, which provides children more opportunities to communicate emotions with each other, and accordingly enhances their understanding of mixed emotions. Moreover, the secure attachment between infants and mothers as well as the social and economic status of families, is also an influencing factor of mixed emotions. The discussion about mixed emotions stimulates a considerable amount of research. But the paradigm is consistent with each other. The method of applying clinical interviews to most of the studies is, however, different in materials, representations, objective＇ s reaction and scoring. In the future, it is necessary to break through the paradigm. Meanwhile, most of the studies examined the development of mixed emotions within an important but limited life span. But developmental trajectory of mixed emotions may extend far beyond childhood and adolescence. Thus, developmental changes in the understanding, experience, and the acceptance of emotional contradiction may play out from the beginning of life to the end. Therefore, we need to expand the age range in our studies, and investigate the developmental trait of mixed emotions from both levels and patterns.
出处
《心理科学》
CSSCI
CSCD
北大核心
2012年第3期659-663,共5页
Journal of Psychological Science
基金
教育部人文社会科学研究青年基金项目(12YJC190026)
教育部博士研究生学术新人奖项目(MXRZZ2010004)
华东师范大学2011年全国优秀博士学位论文培育行动计划项目(PY2011003)的资助
关键词
混合情绪
混合情绪理解
混合情绪体验
儿童
mixed emotions, understanding of mixed emotions, experience of mixed emotions, children
