| 智障儿童情绪识别特征的理论解释与具身干预 |
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| 引用本文： | 董萍,雷江华,徐添喜.智障儿童情绪识别特征的理论解释与具身干预[J].中国特殊教育,2021(1). |
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| 作者姓名： | 董萍 雷江华 徐添喜 |
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| 作者单位： | 华中师范大学特殊教育系 |
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| 基金项目： | 国家语委“十三五”科研规划2018年度一般项目(信息化专项)“智能语音输出系统在智障学生就业转衔中的应用研究”(项目编号:YB135-88);华中师范大学2019年度中央高校基本科研业务费专项青年学术创新团队建设“信息化进程中残疾儿童职业教育研究”(项目编号:CCNU19TD008)的阶段性成果之一。 |
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| 摘 要： | 智障儿童的情绪识别能力存在基本情绪识别困难、各类识别任务表现不同、情绪加工方式偏好和特定性综合征差异四个主要特征。在解释智障儿童情绪识别主要特征时,传统认知理论的认知-智力局限假说和情绪特异性假说均孤立地看待身体与大脑,属于身心二元论。具身认知理论则强调身体及所处环境在情绪识别中的重要作用,从情绪体验、情绪刺激和加工方式三个角度进行解释。因此,在智障儿童的情绪识别干预中,应重视为其创设具身性情境,并提供情绪模仿和参与互动性游戏的机会,从而改善情绪识别能力。
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| 关 键 词： | 智障儿童 情绪识别 具身认知 干预 |
Th eoretical Exposition and Embodied Intervention of Emotion R ecognition of Children with Intellectual Disabilities |
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| DONG Ping,LEI Jianghua,XU Tianxi.Th eoretical Exposition and Embodied Intervention of Emotion R ecognition of Children with Intellectual Disabilities[J].Chinese Journal of Special Education,2021(1). |
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| Authors: | DONG Ping LEI Jianghua XU Tianxi |
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| Institution: | (School of Education,Central China Normal University,Wuhan,430079) |
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| Abstract: | Children with intellectual disabilities mainly have four manifestations in emotion recognition: difficulty in basic emotion recognition, performance discrepancy in different recognition tasks, preference of emotion processing mode, and difference in specific syndrome. When explaining the manifestations, traditional cognitive theories like cognitive-intellectual limitation hypothesis and emotion specificity hypothesis view body and brain in isolation, meaning that they are essentially mind-body dualistic. Embodied cognition theory emphasizes the important role of body and environment in emotion recognition, which is explained from three aspects: emotional experience, emotional stimulation and processing mode. It is suggested that in emotion recognition intervention of children with intellectual disabilities, attention should be paid to creating physical and emotional situations to provide opportunities for emotional imitation and participation in interactive games, and eventually to improve their emotion recognition ability. |
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| Keywords: | children with intellectual disabilities emotion recognition embodied recognition intervention |
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