共查询到19条相似文献，搜索用时 902 毫秒
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目的:对自闭症(ASD)儿童四种基本情绪(开心、难过、生气、害怕)的识别能力进行干预,探究干预效果是否有效。方法:采用随机对照实验设计,以情绪的动态图片为干预材料,结合回合式教学方法,对ASD儿童干预组的四种基本情绪的命名、匹配进行8周的干预。结果:干预8周后,ASD儿童干预组情绪动态图的命名、匹配、总分的前后测成绩增量显著高于ASD儿童对照组。干预结束后的6周,ASD儿童干预组情绪动态图的命名、匹配、总分的追踪测成绩与其后测成绩差异不显著。结论:对ASD儿童情绪识别能力的干预取得了良好的即时效果和维持效果,显著提高了其情绪识别能力。 相似文献
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面部表情识别是情绪理解的重要方面,是儿童个体发展和社会化的基础.本研究采用面部表情图片识别方法测试了3～5岁儿童对高兴、伤心、生气、害怕四种基本表情的命名能力.研究结果表明,3～5岁儿童的面部表情命名能力随着年龄的增长不断提高,他们对积极表情的命名能力显著优于对消极表情的命名能力,对害怕表情的识别在3～5岁这个年龄段中没有得到明显的发展.因此,对3～5岁儿童进行必要的情绪理解教育将有助于其个体情绪理解和社会适应能力的发展. 相似文献
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《教育教学论坛》2020,(36)
研究个体沙盘游戏对学前儿童行为问题的干预效果。采用混合实验设计,使用Rutter儿童行为量表教师版对35名学前儿童进行前测,然后将其分成实验组与控制组,对实验组进行为期八周的沙盘游戏干预,分别在干预四周(短程)、八周(长程)后对所有被试者进行后测,以检测沙盘游戏对学前儿童行为问题的干预效果。测试结果表明,短程沙盘游戏干预措施不足以显著改善学前儿童的行为问题,而经过长程干预之后,实验组学前儿童的问题行为得到显著改善。儿童类型的主效应不再显著,问题儿童测试总分与正常儿童测试总分无差异,F(1,31)=2.278,p>0.05。但实验组别的主效应显著,实验组总分显著低于控制组,F(1,31)=5.816,p<0.05。因此可以得出结论,长程沙盘游戏干预措施对学前儿童行为问题有显著改善。 相似文献
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探讨中度智力落后儿童在情绪识别、情绪观点采择和移情上的年龄和性别差异,了解智力落后儿童情绪理解能力发展情况。通过一对一实验测试的方法对80名智力落后儿童进行情绪理解任务的测验。研究发现,中度智力落后儿童高兴识别的正确率最高;在基本情绪识别上,情境观点采择和移情正确率的顺序是一致的。中度智力落后儿童在四种基本表情命名和三种不同的情绪理解任务上存在显著的年龄差异。 相似文献
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目的:用箱庭疗法对智障儿童进行干预的效果研究.方法:问卷法、实验法.结果:经过箱庭疗法的干预,智障儿童在自我概念(t=-3.35,p=0.044<0.05)、认知(t=-9.78,p=0.002<0.05)、语言(t=-5.36,p=0.013<0.05)上有一定的改善;实验对照组在实验前后的问卷测试中只有总分(t=-5.86,p=0.028<0.05)有显著性差异;箱庭组的量表得分增量高于对照组的量表得分增量,但组间差异并不显著;箱庭组和对照组实验前测、追踪测试差值在总分和语言、生活事件上存在显著性差异;经过箱庭疗法的干预,智障儿童的自我自愈能力有所提高,但在情绪和自我控制能力无显著性差异.结论:箱庭疗法对改善智障儿童的自我概念、认知、语言方面效果显著,在社会性、运动、生活事件方面效果不显著. 相似文献
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薛芳 《淮北师范大学学报》2018,(2)
探究认知行为团体辅导对大学生情绪管理能力的影响.选取大学生22人为实验组,以认知行为为框架的团体辅导进行干预,选取同质大学生22人为对照组,在此期间不接受任何干预措施.两组在干预前后均进行情绪管理能力量表的施测.结果:(1)对照组与实验组前测,在量表得分上无统计学差异(p0.05);(2)实验组干预后,情绪管理能力总分(t=-13.8,P0.01)、情绪评价的能力(t=-5.4,P0.01)、情绪感知的能力(t=-7.3,P0.01)、情绪表达的能力(t=-5.5,P0.01)、情绪调控的能力(t=-3.5,P0.01)较前测存在显著差异;(3)干预后,实验组和对照组情绪管理能力总分(t=9.9,P0.01)、情绪评价的能力(t=-6.2,P0.01)、情绪感知的能力(t=-11.3,P0.01)、情绪表达的能力(t=-6.3,P0.01)、情绪调控的能力(t=-4.6,P0.01)存在显著差异;(4)追踪测量的结果:在情绪管理能力总分、情绪评价的能力、情绪感知的能力、情绪表达的能力、情绪调控的能力,实验组显著高于对照组(P0.01).结论:认知行为团体辅导是提高大学生情绪管理能力的一种途径. 相似文献
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为探讨心理韧性团体辅导对于流动儿童的心理韧性水平的改善以及对心理适应的提高作用,以北京市东城区某打工子弟学校两个平行的四年级班级为研究对象,采用2*2混合设计,对实验组班级的流动儿童实施七次心理韧性团体干预活动,对照组班级不做任何干预.结果发现:(1)心理韧性干预活动对于心理韧性总分和情绪控制维度的干预效果显著;(2)心理韧性干预活动对低分组的流动儿童的心理韧性总分、积极认知、目标专注、情绪控制、人际协助干预效果显著;仅对高分组与中间组的心理韧性总分干预效果显著;(3)实验组心理韧性的变化状况可以预测心理适应的变化.结论:心理韧性团体干预有利于提升流动儿童的心理韧性水平,有助于提高流动儿童的心理适应.建议从学校、家庭、社会等多途径联合开展流动儿童的心理韧性干预项目. 相似文献
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<正>目的：探讨8周正念训练在高职院校教师职业压力及负性情绪调节中的应用效果。方法：公开招募的74名高职院校教师被随机分配至正念练习组（n=37）和等待对照组（n=37）。正念练习组参与8周正念练习,等待对照组不予干预。在基线及8周正念练习后施测大学教师工作压力量表、正性负性情绪量表-负性分量表、中文修订版教学正念量表。结果：干预前两组被试在工作压力量表、负性情绪量表和教学正念量表上的得分不存在显著差异;干预后正念练习组在教学正念量表上的得分显著高于等待对照组（p<0.01）,在工作压力量表和负性情绪量表上的得分显著低于等待对照组（p<0.01）。结论： 相似文献
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儿童理解和运用情绪词汇的水平对其情绪理解与表达有重要影响。本研究运用自编的用于描述高兴、悲伤、愤怒、恐惧四种基本情绪的词汇表(共59个情绪词汇),通过准实验研究测量5~6岁幼儿对情绪词汇的理解和运用情况。结果发现,5~6岁幼儿能理解描述这四种基本情绪的词汇约33个,其中“高兴”12个、“悲伤”9个、“愤怒”7个、“恐惧”5个;能运用描述这四种基本情绪的词汇约6个,其中“高兴”2个、“悲伤”2个、“愤怒”1个、“恐惧”1个。5~6岁幼儿理解描述高兴的情绪词汇显著多于描述悲伤、愤怒和恐惧的情绪词汇;运用描述高兴的情绪词汇显著多于描述愤怒和恐惧的情绪词汇;运用描述悲伤和愤怒的情绪词汇显著多于描述恐惧的情绪词汇;运用描述高兴和悲伤的情绪词汇不存在显著差异。5~6岁幼儿对这四种基本情绪词汇的理解和运用没有明显的性别差异。教师和家长应关注幼儿对情绪词汇的理解与运用,并通过为幼儿创设支持性的学习环境,促进其情绪词汇理解和运用能力的发展。 相似文献
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Veronica Ornaghi Elisa Brazzelli Ilaria Grazzani Alessia Agliati Maria Lucarelli 《Early education and development》2017,28(4):396-414
Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers. 相似文献
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Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
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共情缺陷是导致自闭症儿童社交障碍的重要因素。研究选取了28名3-7岁的自闭症和正常发展儿童,通过生理信号、面部表情和认知绩效等多模态数据的分析,探讨自闭症儿童共情过程中各阶段的特点,分析自闭症儿童共情缺陷的具体表现。研究发现,自闭症儿童的共情能力缺陷主要体现在较差的认知共情能力和较差的面部表情模仿能力;自闭症儿童的共情过程存在正常的自下而上的情绪分享过程和异常的自上而下的认知调节过程。因此,自闭症儿童共情能力的干预重点应聚焦认知调节过程中认知共情能力的提升和表情模仿能力的训练。 相似文献
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Cheryl A. Young-Pelton Samantha L. Bushman 《Emotional and Behavioural Difficulties》2013,18(3):277-288
Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties. 相似文献
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幸银盈 《乐山师范学院学报》2013,28(3):136-140
为研究情绪调节策略对情绪类型与延迟满足关系影响,采用两种不同情绪类型的视频短片启动大学生产生相应的情绪(积极情绪或消极情绪),比较两种条件下使用认知重评策略与表达抑制策略对紧随其后的延迟满足任务成绩的影响。实验结果表明:积极情绪状态下,认知重评与表达抑制组延迟满足得分差异不显著;消极情绪状态下,认知重评组延迟满足任务得分显著高于表达抑制组。结论:认知重评策略能够有效地改善消极情绪对延迟满足表现的负面影响。 相似文献
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We examined whether adding video and subtitles to an audio lesson facilitates its comprehension and whether the comprehension depends on participants' cognitive abilities, including working memory and executive functions, and where they looked during video viewing. Participants received lessons consisting of statements of facts under four conditions: audio-only, audio with verbatim subtitles, audio with relevant video, and audio with both subtitles and video. Comprehension was assessed as the accuracy in answering multiple-choice questions for content memory. We found that subtitles facilitated comprehension whereas video did not. In addition, comprehension of audio lessons with video depended on participants' cognitive abilities and eye movement pattern: a more centralized (looking mainly at the screen center) eye movement pattern predicted better comprehension as opposed to a distributed pattern (with distributed regions of interest). Thus, whether video facilitates comprehension of audio lessons depends on both learners’ cognitive abilities and where they look during video viewing. 相似文献
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《Early education and development》2013,24(1):117-138
We revised Hyson and Lee's (1996) Caregiver's Beliefs about Feelings questionnaire for use with parents. One hundred and fifteen mothers of 4- to 6- year-old children completed the Parents' Beliefs about Feelings questionnaire (PBAF). We assessed emotional understanding of 60 of the children using Denham's (1986) measure. Factor analysis supported a 2-factor solution for the PBAF. The first subscale (Emotion Language) reflected mothers' belief in socializing emotion language. The second subscale (Developmental Beliefs) assessed mothers' belief that their children were not developmentally ready to control or talk about emotions. Mothers' Developmental Beliefs scores were positively related to mothers' negative emotional expressiveness. Mothers' Emotion Language scores were positively related to children's knowledge of emotion terms. Results may help educators design intervention programs to teach children emotional and social skills. 相似文献