4 气质反应性原文.docVIP

The Influence of Temperamental Reactivity and Situational Context on the Emotion-Regulatory Abilities of 3-Year-Old Children ABSTRACT. Although much research has been conducted on emotion regulation（调节）, little work in the preschool period has examined the interrelationships between emotion regulation, temperamental reactivity, and situational context. The authors investigated the temperamental dispositions of fifty-three 3-year-old children (27 boys, 26 girls) and their behavioral responses to several challenging tasks (i.e., stranger-approach situation, busy-caregiver paradigm（范例，范式）, and delay-of-gratification task). Results indicated that both situational context and temperamental reactivity influenced the type of emotion-regulatory strategy used and that those relationships were best understood within a developmental framework. Moreover（此外）, the authors found that girls displayed more comforting （缓和）strategies, suggesting that gender differences in emotion regulation may exist. Key words: preschool age; situational context; temperament; emotion regulation EMOTION REGULATION IS, by definition, vital (至关重要的)to our adaptive functioning. It involves the intra-and extraorganismic factors by which emotional arousal is redirected, controlled, modulated(调整), and modified（更改) to enable an individual to function adaptively in emotionally arousing situations (Cicchetti, Ganiban, Barnett, 1991, p. 15). Because the emotions that these factors manage are influenced by situational context and individual differences such as temperamental reactivity (e.g., Denham Mitchell-Copeland, 1993), it is not surprising that regulatory behaviors are dependent on them as well. Moreover, given that a childs repertoire（节目、指令系统，全部技能） of strategies expands with the maturation of the motor, cognitive, and emotional domains as well as with increasing experience (e.g., Calkins, 1994), it is important to examine the relationships between these variables within a developmental framework.（构架、框架、结构