摘要
SIP是儿童社交能力的一个重要组成部分,它给儿童提供一个如何处理及解读社会情境中发生的社会线索的模型,并且根据这些线索作出行为和情绪上的决定。作为一个社会认知能力,SIP被认为是学习障碍儿童中最具有挑战性的领域之一。潜在的认知加工过程和情绪处理过程对SIP六阶段步骤起重要作用。过去的研究注重儿童认知能力对SIP能力的作用。在此研究中,我们新增了儿童的情感纽带如(安全依恋)以及强调儿童管理情绪的能力对儿童SIP能力的作用。本文通过对学习障碍儿童的情绪管理、依恋质量及社会信息加工特点的研究,希望提供关于安全依恋和情绪管理在学习障碍儿童中社会信息加工的作用一些理论参考。
SIP is a major component of children＇ s social competence that enables them to make sense of their social world, specifically regarding their social interactions within this world. As a social cognitive capability, SIP can be considered one of the most challenging domains for children with learning disabilities in that it draws together their cognitive difficulties and their social emotional difficulties. However, among children with LD, SIP processes have been more ex- tensively examined than have the related emotional processes such as attachment or ER. Latent mental and affective processes are considered to influence and interplay with SIP＇ s six on-line active steps. Past research has emphasized the importance of mental processes for efficient active SIP.Newer studies of SIP have added the child＇ s emotional processes to the equation, emphasizing the quality of the child＇ s affecrive ties and children＇ s ability to regulate emotion, which are both perceived as undifferentiated latent SIP processes.
出处
《社会心理科学》
2010年第8期13-16,共4页
Science of Social Psychology
