1.
Emotion Understanding,Helpful Intention,Helpful Behavior Under Different Cues in 3-to 9-Year-old Children;
不同线索下3～9岁儿童的情绪认知、助人意向和助人行为
2.
The Influence of Emotional State on Cognitive Set Shifting;
情绪状态对儿童认知定势转换的影响
3.
Children s Emotion Understanding Development and Effects on Helpful Intention;
儿童情绪认知的发展及其对助人意向的影响
4.
Children s Early Knowledge About Links Between Prior Experience and the Emotion of Other Persons;
儿童对他人情绪与过去经验的关系的认知
5.
The Experimental Research on Preschool Children s Cognitive Development in Their Mood Representations;
学前儿童情绪表征认知发展的实验研究
6.
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
7.
Second-order False Belief Attribution and Second-order Emotion Understanding in Children;
儿童二级错误信念认知与二级情绪理解的发展
8.
Preschooler s Understanding of Relations among Reality, Belief, Desire and Emotion;
学前儿童对事实、信念、愿望和情绪间关系的认知
9.
Children’s Cognitive Development of Emotional Display Rules and Their Relationship with Anxiety;
儿童情绪表达规则认知发展及其与焦虑的关系
10.
An Introduction of an Integrated Model of Emotion Processes and Cognition in Childrens Social Information Processing;
儿童社会信息加工的情绪-认知整合模型
11.
Research on the Development of Cognitive Abilities of Emotional Display Rules in Preschoolers
学前儿童情绪表达规则认知能力的发展研究
12.
A Review on children's Cognitive Abilities of Emotional Display Rules
儿童情绪表达规则认知能力研究述评
13.
Young Children s Understanding about the Emotional States and Personal Traits of Painter and His Drawings;
学前儿童对图画作者的情绪状态及特质与其作品关系的认知
14.
A study on the development of children s response cognitive assessment and emotional;
儿童对婚姻冲突的认知加工和情绪反应的发展研究
15.
The Experiment Research of Desire and Belief Emotion Understanding of 3-6 Years Old Children;
3-6岁儿童愿望、信念情绪理解认知发展的实验研究
16.
Cognitive Bias to Emotional Stimuli in Liushou Children with Different Level Perceived Social Support
不同领悟社会支持水平留守儿童对情绪刺激的认知偏向
17.
Emotional Display Rules Cognition of Hui Minority Children Aged 6-10 Year in QingHai Province
6-10岁青海回族儿童情绪表达规则认知研究
18.
Second, positive family emotion environment was related to childrens more knowledge and use of EDRs and lower negative affect.
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;