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1、TheInfluenceofTemperamentalReactivityandSituationalContextontheEmotion-RegulatoryAbilitiesof3-Year-OldChildrenABSTRACT.Althoughmuchresearchhasbeenconductedonemotionregulation（调节）,littleworkinthepreschoolperiodhasexaminedtheinterrelationshipsbetweenemotionregulation,temperamentalreactivity,and
2、situationalcontext.Theauthorsinvestigatedthetemperamentaldispositionsoffifty-three3-year-oldchildren(27boys,26girls)andtheirbehavioralresponsestoseveralchallengingtasks(i.e.,stranger-approachsituation,busy-caregiverparadigm（范例，范式）,anddelay-of-gratificationtask).Resultsindicatedthatbothsituati
3、onalcontextandtemperamentalreactivityinfluencedthetypeofemotion-regulatorystrategyusedandthatthoserelationshipswerebestunderstoodwithinadevelopmentalframework.Moreover（此外）,theauthorsfoundthatgirlsdisplayedmorecomforting（缓和）strategies,suggestingthatgenderdifferencesinemotionregulationmayexist.
4、Keywords:preschoolage;situationalcontext;temperament;emotionregulationEMOTIONREGULATIONIS,bydefinition,vital(至关重要的)toouradaptivefunctioning.Itinvolves"theintra-andextraorganismicfactorsbywhichemotionalarousalisredirected,controlled,modulated(调整),andmodified（更改)toenableanindividualtofunctionad
5、aptivelyinemotionallyarousingsituations"(Cicchetti,Ganiban,&Barnett,1991,p.15).Becausetheemotionsthatthesefactorsmanageareinfluencedbysituationalcontextandindividualdifferencessuchastemperamentalreactivity(e.g.,Denham&Mitchell-Copeland,1993),itisnotsurprisingthatregulatorybehaviorsaredependen
6、tonthemaswell.Moreover,giventhatachild'srepertoire（节目、指令系统，全部技能）ofstrategiesexpandswiththematurationofthemotor,cognitive,andemotionaldomainsaswellaswithincreasingexperience(e.g.,Calkins,1994),itisimportanttoexaminetherelationshipsbetweenthesevariableswithinadevelopmentalframework.（构架、框架、结构）Th
7、eEffectsofSituationalContextonEmotion-RegulatoryStrategiesThedemandcharacteristicsinherentinvarioussituationscaninfluencewhatregulatorystrategyisusedeitherthroughthetypeofemotionengenderedorthroughtheavailabilityofvariouspropsorsupport(e.g.,D
