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display rule    
相关语句
  表达规则
    Cognitive Characteristics of Emotional Display Rule Among Children with Learning Disabilities
    学习不良儿童对情绪表达规则的认知特点
短句来源
    With 91 children of primary school from grade 1、3、5 as subjects, applying the method of story-interviewing the present study explored the development of the application of children's display rule and its influential factors in a disappointing situation.
    以91名小学一、三、五年级儿童为被试,采用故事访谈法探讨了失望情境下儿童情绪表达规则运用的发展特点及其影响因素。
短句来源
    (2)In three kinds of interpersonal relations, there were extreme difference between children's apparent and real emotion, and for different interpersonal relation, the use of display rule were different, which could be attributed to the difference of children's regulation strategies;
    (2)三种人际关系类型下儿童的表面情绪和真实情绪都表现出极大的差异,而且人际关系类型不同儿童使用表达规则的情况也有很大不同,这可以用儿童情绪调节策略的不同来解释;
短句来源
  表达规则
    Cognitive Characteristics of Emotional Display Rule Among Children with Learning Disabilities
    学习不良儿童对情绪表达规则的认知特点
短句来源
    With 91 children of primary school from grade 1、3、5 as subjects, applying the method of story-interviewing the present study explored the development of the application of children's display rule and its influential factors in a disappointing situation.
    以91名小学一、三、五年级儿童为被试,采用故事访谈法探讨了失望情境下儿童情绪表达规则运用的发展特点及其影响因素。
短句来源
    (2)In three kinds of interpersonal relations, there were extreme difference between children's apparent and real emotion, and for different interpersonal relation, the use of display rule were different, which could be attributed to the difference of children's regulation strategies;
    (2)三种人际关系类型下儿童的表面情绪和真实情绪都表现出极大的差异,而且人际关系类型不同儿童使用表达规则的情况也有很大不同,这可以用儿童情绪调节策略的不同来解释;
短句来源
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  display rule
The display rule measures included expression regulation knowledge (i.e., whether the children altered the facial expression relative to the internal feeling without providing a motive), self-protective display rules, and prosocial display rules.
      
In this study, American subjects were self-classified into one of four ethnic groups, and provided us with data concerning affect intensity, display rule attitudes, self-reported emotional expression, emotion labeling, and intensity ratings.
      
Ethnic differences in affect intensity, emotion judgments, display rule attitudes, and self-reported emotional expression in an
      
Display rule behavior and understanding were compared in 72 4- to 6-year-old boys and girls.
      
Display rule behavior and understanding in preschool children
      
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Childrens cognitive construction of emotional display rules(EDRs) was an important task during their socialization and the development of emotion. This review synthesized many researches involving in the concept and cognitive development theory and measurement of EDRs, and reflecting the relation between EDRs cognitive development and other factors. The results mainly demonstrated three relationships. First, childrens cognitive development of EDRs was most strongly related to age and gender. Second, positive...

Childrens cognitive construction of emotional display rules(EDRs) was an important task during their socialization and the development of emotion. This review synthesized many researches involving in the concept and cognitive development theory and measurement of EDRs, and reflecting the relation between EDRs cognitive development and other factors. The results mainly demonstrated three relationships. First, childrens cognitive development of EDRs was most strongly related to age and gender. Second, positive family emotion environment was related to childrens more knowledge and use of EDRs and lower negative affect. Third, childrens knowledge and use of EDRs was positively associated with their social competence.

情绪表达规则知识的建构是儿童社会化和情绪健康发展过程中的一项重要任务,该文考察了情绪表达规则的概念及个体对其认知发展的相关理论和测量。同时,对情绪表达规则的认知发展从3个方面进行了探讨:儿童对情绪表达规则认知发展的关键阶段是小学,并且具有显著的年龄差异和性别差异;家庭情绪环境分别从不同方面对儿童情绪表达规则的认知发展水平有显著影响;儿童对情绪表达规则的认知发展水平与其社会能力有显著的正相关。

With 91 children of primary school from grade 1、3、5 as subjects, applying the method of story-interviewing the present study explored the development of the application of children's display rule and its influential factors in a disappointing situation. The result showed: (1)Children's real emotion and apparent emotion showed an increasingly positive trend from grade1 to grade 5, and in a disappointing situation, both in real emotion and apparent emotion, girls and boys didn't show significant difference;...

With 91 children of primary school from grade 1、3、5 as subjects, applying the method of story-interviewing the present study explored the development of the application of children's display rule and its influential factors in a disappointing situation. The result showed: (1)Children's real emotion and apparent emotion showed an increasingly positive trend from grade1 to grade 5, and in a disappointing situation, both in real emotion and apparent emotion, girls and boys didn't show significant difference; (2)In three kinds of interpersonal relations, there were extreme difference between children's apparent and real emotion, and for different interpersonal relation, the use of display rule were different, which could be attributed to the difference of children's regulation strategies; (3)In a disappointing situation the use of children's display rule was subjected to different interpersonal types, which could be related to children's different expectation of the social influence to their emotion expression. (4)Children's emotional display objective was not subjected to interpersonal types, and in different kinds of interpersonal relations children's emotional display objective was not dependent on their grade and sex.

以91名小学一、三、五年级儿童为被试,采用故事访谈法探讨了失望情境下儿童情绪表达规则运用的发展特点及其影响因素。结果表明:(1)从一年级到五年级,小学儿童在失望情景下的真实情绪和表面情绪都变得越来越积极,且失望情境下无论是在真实情绪上还是在表面情绪上,都没有表现出显著的性别差异;(2)三种人际关系类型下儿童的表面情绪和真实情绪都表现出极大的差异,而且人际关系类型不同儿童使用表达规则的情况也有很大不同,这可以用儿童情绪调节策略的不同来解释;(3)失望情境下,儿童情绪表达规则的使用受到不同人际类型的影响,这可能与儿童对情绪表达社会影响的不同预期有关;(4)儿童的情绪表达目标不受其所处的人际关系类型影响,且不同人际关系下儿童的情绪表达目标不受其年级、性别的影响。

Objective: To examine the developmental characteristics of the pupils' emotion display rules and its relationship to the peer acceptance. Methods: A sample of 157 pupils' emotion display rules and peer acceptance in third and fifth grades were tested by clinical interview and social nomination. Results: Third-graders compared to fifth-graders were more knowledgeable about expression regulation, and used more self-protective display rules. Girls were proposed more norm-maintenance display...

Objective: To examine the developmental characteristics of the pupils' emotion display rules and its relationship to the peer acceptance. Methods: A sample of 157 pupils' emotion display rules and peer acceptance in third and fifth grades were tested by clinical interview and social nomination. Results: Third-graders compared to fifth-graders were more knowledgeable about expression regulation, and used more self-protective display rules. Girls were proposed more norm-maintenance display rules than boys. Urban children compared to country children were more knowledgeable about expression regulation, and used more prosocial display rules. Self-protective display rules can predict peer rejection. Conclusion: Pupils' emotion display rules have different developing characteristics, and can predict peer rejection to a certain extent. The development of display rules is beneficial to moderate children's expression regulation and social development.

目的:探讨小学生情绪表现规则的发展特点,及其与同伴接受性的关系。方法:采用临床访谈和同伴提名法,考察157名三、五年级小学生的情绪表现规则和同伴接受性。结果:三年级比五年级有更高的表情调节知识,使用更多自我保护表现规则。女孩比男孩使用更多标准维持表现规则。城市儿童比农村儿童有更高的表情调节知识,使用更多亲社会表现规则。自我保护表现规则能够显著预测同伴拒绝。结论:小学生的情绪表现规则具有不同的发展特点,对同伴接受性有一定的预测,情绪表现规则的发展有助于儿童调节情绪表达,促进儿童社会性发展。

 
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