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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