Recognizing and Using Others’ Emoti

Recognizing and Using Others’ EmotionsEarly Emerging Abilities: Infants (a) from a young age, candifferentiate faces expressing positive vs. negative emotions,match voices to faces, and show a bias toward negativeemotions; (b) are capable of social referencing, activelyseeking cues from their caregivers to guide theirinterpretation of and action in an unfamiliar or ambiguoussituation; (c) continue to progress in their skills ofrecognizing emotions into adolescenceAchieving a Deeper Understanding: (a) Children begin toknow that thinking of past can lead to certain emotionalstates, and that people can sometimes have “mixed feelings”;(b) such an understanding is contributed by a positiverelationship with parents and talks about past emotions andrelated situations; (c) children acquire display rules forappropriate emotional expressions that specify the types ofemotion to show, where, and to whom; such rules varyacross culturesRegulating Emotion: (a) Suppressing direct emotionalexpressions relies on cognitive processes, includingattentional strategies and cognitive reappraisal; (b) theseabilities develop gradually and individual differences ineffective regulation are apparent at any age and linked topeer relationship and adjustment to schoolTemperamentDefinition and Structure: (a) Biologically based behavioralstyles that are stable across situations and evident soon afterbirth; (b) pioneered by Thomas and Chess’s study – infantsrated by parents and professionals and different patternswere identified (easy; difficulty; slow-to-warm-up); (c)recent models emphasize the underlying dimensions –Rothbart’s model specified 3 dimensions: surgency (highactivity, positive affect); negative affect; effortful controlHereditary and Environmental Contributions: (a) Theinfluence of heredity is supported by twin studies andincreases with age; (b) temperament is influenced by theenvironment in various ways, and some through heredity(e.g., the DRD4 gene, is not a temperament gene itself, butlinks to the sensitivity to environmental influences)

結果 (繁體中文) 1:

後來的發展：（a）擴大的情感經歷，例如，遺憾和救濟; （二）在形勢的變化，將引發基本情緒（如恐懼）; 在情況（三）年齡較大的兒童經歷的複雜情感（羞恥，內疚等），他們不會當年輕的
文化差異：存在於（一）一般情感的外在顯示; （二）情感觸發器（尤其是複雜的情緒） -中西方文化與亞洲文化的孩子之間的對比

結果 (繁體中文) 2:

後來的發展：（a） 擴大經歷的情緒，例如後悔和寬慰;（b） 引起基本情緒的情況的變化（例如恐懼）;（c） 年齡較大的兒童在年輕時不會感到複雜的情緒（羞愧、內疚等）
文化差異：存在於（a） 情感的外在表現中;（b） 情緒的觸發因素（特別是複雜的情緒）——西方文化中兒童與亞洲文化之間的對比

結果 (繁體中文) 3:

後來的發展：（a）擴大所經歷的情緒，例如後悔和解脫；（b）引起基本情緒（例如恐懼）的情况的變化；（c）年齡較大的兒童在他們年輕時不會經歷複雜情緒（羞耻、內疚等）的情况下
文化差异：存在於（a）情感的一般外在表現；（b）情感的觸發因素（特別是複雜的情感）–西方文化與亞洲文化中兒童的對比