ABSTRACT

Maurice Sendak’s picture book Where the Wild Things Are was investigated as a means of emotion recognition in preschool children. Sixty-six children and 60 adults participated in two tasks. The first was a book task, requiring identification of emotions in three target pictures, in three conditions. The visual condition presented the book with the text covered; the audio condition required listening to an audio recording of the book; in the combined condition participants were presented the book and audio recording simultaneously. The second was a traditional emotion recognition task. Children’s performance in the audio condition was poorer than the in other conditions. Children had difficulty identifying anger and happiness and the positive and negative valence of emotions in the audio condition compared to the other conditions. Our findings suggest that showing the pictures or reading and showing the pictures simultaneously can help children recognise intense emotions.

摘要

莫里斯·森达克 (Maurice Sendak) 的绘本《野生动物在哪里》被调查作为学龄前儿童情绪识别的一种手段。66 名儿童和 60 名成人参加了两项任务。第一个是书本任务，需要在三种情况下识别三张目标图片中的情绪。视觉条件呈现书的文字覆盖；听该书的录音所需的音频条件；在组合条件下，参与者同时被呈现书籍和录音。第二个是传统的情绪识别任务。儿童在音频条件下的表现比其他条件下差。与其他条件相比，在音频条件下，儿童难以识别愤怒和快乐以及情绪的正负价。