大班幼兒不同攻擊類型與情緒能力、社會認知能力之相關研究

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(1)〇〇.

(2) /. Apple. 2011.01 i.

(3) 82 38. 5.9. Strange Stories. 1.. 2.. 3.. 4.. 5.. ii. 44.

(4) 6.. iii.

(5) Abstract The purpose of this study was to examine the relationships among two types of aggression (physical, relational), emotional competence and social-cognitive ability in preschoolers. Participants of this study were 82 preschoolers (44 boys and 38 girls, mean age = 5.9 years old) in senior classes of three kindergartens in Taipei. Children’s aggression was assessed by peer nominations and teacher ratings. The tasks for assessing emotional competence were “Basic Emotional Recognition”, “Emotion Situation Knowledge” and “Emotional Display Rules”, and social-cognitive ability was measured by Strange Stories in this study. The main findings were as follows: 1. Boys were more physically aggressive than girls. There were no significant gender differences in relational aggression, basic emotional recognition, emotion situation knowledge, emotional display rules, and social-cognitive abilities. 2. For Based on the data from both informants, physical aggression was highly associated with relational aggression in preschoolers. There were significant correlations between the scores from peer nomination and teacher ratings in preschoolers’ aggression. 3. Preschoolers had more difficulty in recognizing expressions of anger and fear. Young children appeared to feel confused about the situations evoking anger and sadness. 4. Negative stories were understood more easily than positive stories. Furthermore, neutralization was chosen most frequently as the display strategy in the discrepant stories. Preschoolers, no matter what gender or group of aggressors, provided more self-protective reasons in their motivations of hiding emotions. 5. Controlling for language abilities and relational aggressions, physical aggression was not significantly associated with emotional understanding, emotional display iv.

(6) rules knowledge, and social-cognitive abilities. Controlling for language abilities and physical aggressions, relational aggression was not significantly associated with emotional understanding, emotional display rules knowledge, and social-cognitive abilities when. 5. There were no significant differences among different groups of aggressors in emotional understanding, emotional display rules knowledge, and social-cognitive abilities.. KEYWORDS: preschooler, physical aggression, relational aggression, emotional competence, social cognition. v.

(7) ……………………………………………………………………………………i ……………………………………………………………………………...…ii ……………………………………………………………………………......iv ……………………………………………………………………………………..vi ………………………………………………………………………………..…..viii …………………………………………………………………………………......ix …………………………………………………………………………...1 ………………………………………………………...1 …………………………………………………. ………….....4 ………………………………………………………………...5 ……………………………………………………………………...9 ………………………………………………………...…9 ………………………………………………………….17 …………………………………………………….26 ……………….…31 …………………………………………………………………….37 ……………………………………………………………….37 ……………………………………………………………….38 ……………………………………………………………….39 ……………………………………………………………….52 …………………………………………………………………….53 ………………………….…………………53 ………………………………………….…59 …………………………………….…68 ……….……70 ………………………………………………………………………….75 ……………………………………….75 ……………………………………….79 ………………………………….86 …….…87 ………………………………………………………………….93 ……………………………………………………………………...93 ……………………………………………………...…95 ………………………………………………………...…97 …………………………………………………………………………..…...99 ……………………………………………………………………...…..99 vi.

(8) ……………………………………………………………….………..101 …………………………………………………………………………….……..122 …………………………………………………….…..…125 Preschool Social Behavior Scale …………………….…126 ……………………………………...…127 …………………………………...…128 ……………………..…….……129 ………………………………………………...…130 ………..…………….……131 Strange Stories. …………………………………………...…132 …………………………………….……136 Strange Stories. vii. …………………..………….……137.

(9) 2-1 2-2 3-1. …………………………………………………...……18 Ekman. Friesen. 1975 ……………………..……20 …………………………………………………..….…38. 3-2 3-3. ………………………………40 ……………………………41. 3-4 3-5. ……………………………………...……44 …………………………………...………46. 3-6 3-7. …………………………………………...…47 ……………………………………...…48. 4-1 4-2. ……54 ………………55. 4-3 4-4 4-5 4-6 4-7 4-8 4-9 4-10 4-11 4-12 4-13 4-14 4-15 4-16 4-17 4-18 4-19 4-20 4-21 4-22. ……………...56 ...56 ...57 …………………………...58 t ……………59 ………………………...…60 ……………………61 ( )....62 …….….65 …………………………….…65 ………………..……66 …………………….…66 ……………………….…67 …………………….……68 ……………………………69 ……………………69 ……………………….…70 ………71 ………….……72 ……….……73. Strange Stories Strange Stories. viii.

(10) 3-1. ……………………………………………………………...……37. 3-2 3-3. ………………………………………………...42 ……………………………………………43. 4-1. ...63. ix.

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(14) 1-1 1-2 1-3 1-4. 2-1 2-2 2-3 2-4 4.

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(18) 8.

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(27) emotional competence Saarni, 1990. （Denham, 1998） 1990. Saarni. 1999. Saarni. The Development of Emotional Competence 2-1. 17.

(28) 2-1. self-presentation strategies. The Development of Emotional Competence, by C. Saarni, 1999, New York Guildford Press, p5.. Harris, 1993. 1. Ekman, Friesen, & Ellsworth, 1982. Michalson 18. Lewis.

(29) 1985. 2. 86%. 14%. Gross. 2. Ballif 1991. Garner Jones. Miner 1994. 4~5. 2. emotion situation knowledge Saarni, 1999. Halberstadt, Denham, & Dunsmore, 2001 Denham, 1998; Garner & Estep, 2001. 19.

(30) emotional display rules. Ekman. Friesen 1975. Gross & Ballif, 1991. Jones Abbey. Cumberland 1998 affective. role-taking. Strayer & Roberts, 2004. Malatesta, Culver, Tesman, & Shepard, 1989 4. 6 Gardner, Harris, Ohmoto, & Hamazaki, 1988; Gross & Harris, 1988. Ekman. Friesen 1975. 2-2. 2-2. Ekman. Friesen. 1975. Cumberland. 1998. No inhibitions Deamplifying Amplifying Neutralizing Qualifying Masking Jones. Abbey. 20.

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(32) Wang 2003. 3~6. Wang 2003. Saarni 1984. 6~11. 6. 6. 8~9. Cole, 1986; Davis, 1995. 2002. Josephs 1994 Jones. Abbey. Cumberland. 1998. Gosselin 6~7. Warren. 10~11. 2008. 22. Diotte 2002.

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(38) Bloom. German. 2000. (1) (2). 4 2~3 Mayes, Klin, Tercyak,. Ciccetti, & Cohen, 1996. Hughes. Mayes. 2000 Mayes. Wellman. Cross. Watson. 2001. 1996. 4~5. 5 ceiling effect Sutton Smith Happé 1994. Swettenham 1999a. Strange Stories. Strange Stories. second-order beliefs John wrongly believes that Mary thinks that chocolate is in the box. A. B. C Strange Stories. 28.

(39) Charman, Ruffman, & Clements, 2002 2008 2008. 2003. 2008. Hughes & Dunn, 1998. 2009. Hughes. 2005. 2005. Dunn 1998 know think pretend. forget. remember. wonder imagine dream Happé. 1994. Strange Stories Badenes Estevan. Strange Stories. Bacete 2000. Strange Stories. /. 4~6. social. understanding. Strange Stories. Nelson 1996 Astington & Jenkins, 1995, 1999; Cutting & Dunn, 1999; Hughes & Dunn, 1998; Jenkins & Astington, 1996; Ruffman, Slade, Rowlandson, Rumsey, & Garnham, 2003; Watson, Nixon, Wilson, & Capage, 1999 verbal mental age, VMA. Happé 1995 5~6. 7~11. sentential complements Hale & Tager-Flusberg, 2003 29.

(40) 2005 2009 3~5. 5. Cutting Dunn. 1999 expressive language ability receptive language ability. Bosacki. Moore 2004. Miller, 2006. vocabulary ability. Capage Watson 2001. competent. social behavior. Capage & Watson, 2001; Weimer & Guajardo, 2005 1995. Lalonde & Chandler,. Watson, Nixon, Wilson, & Capage, 1999. Slomkowski & Dunn, 1996. 2006. 3~5 30.

(41) / /. Slaughter Dennis. Pritchard 2002. social preference 5. Peterson. Siegal 2002. Watson, Nixon, Wilson, & Capage, 1999; Weimer & Guajardo, 2005 Appleton & Reddy, 1996; Guajardo & Watson, 2002. 2005. 4~6. /. Arsenio, Cooperman, & Lover, 2000; Arsenio & Lemerise, 2001; Denham et al., 2002; Izard et al., 2008 31.

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(44) Sutton. Smith. Swettenham. 1999b. social undesirability incompetence. social. social maladaptiveness. Sutton. 1999a. Neal 2007. Archer, 2001; Björkqvist, Lagerspetz, & Kaukiainen, 1992; Crick & Rose, 2000; Kaukiainen et al., 1999. Andreou 2006. social intelligence. 11.2. 34.

(45) Andreou. Björkqvist. Österman. Kaukiainen. Kaukiainen. 35. 2000. 1999. 2006.

(46) Carpenter Nangle 2006 3~5 Hawley 2003 bistrategic controllers. Andreou 2006. Kaukiainen. 36. 1999.

(47) 3-1. 1. . 1.. 2.. 2.. 3-1. 37.

(48) 17 15. 11. 4. 5.48. 88.2%. 121. 82 82. 46.34%. 67.77% 44. 5.92. 53.66%. 38. 3-1. 3-1. 4. A. 32. 17. 5. 12. 53.13%. B. 21. 21. 11. 10. 100.00%. C1. 32. 25. 16. 9. 78.12%. C2. 36. 19. 12. 7. 53.78%. 121. 82. 44. 38. 67.77%. 38.

(49) 15. Microsoft Office PowerPoint. Crick 1997. Casas. Mosher. Preschool Social Behavior Scale Ahadi, Rothbart, & Ye, 1993; Crick & Grotpeter, 1995;. McNeilly-Choque, Hart, & Robinson, 1996. 39.

(50) 7. 1. 2. 3. 3. .72. 4. 4. p < .001. 83.97%. 5. Cronbach’s. .92. 3-2. 3-2 題號. PA. RA. 5. 3.. .911. .339. .881. .317. 1.. .784. .436. 6.. .296. .896. 7.. .293. .844. 4.. .460. 735. 2.. .465. .728. PA =. RA =. 9 Cronbach’s. .88. 3 3-3. 58.18%. 40. 6.

(51) 3-3 題號. PA. RA. 4. 7.. .866. .328. .777. .333. 1.. .695. .441. 2.. .223. .743. 5.. .438. .609. 6.. .349. .590. 3.. .280. .589. 8.. .288. .588. 9.. .433. .560. 41.

(52) 1. 0.5. 1. 1. basic emotion recognition. 3-2 15. 1. 3-2. 42.

(53) http://www.kkcomcon.com/CCPersuasion.htm. 3-3. 3-3 2. →. →. → 1. 4. 1 1 1. 1. Wang 2003. emotion situation knowledge 43. 0.

(54) 20. Wang 2003. 3~6. Wang. 20. 20 Wang 2003. Levine, 1995 3-4. 1. 2. 1. 2. 3. 1. 2. 3. 1. 2. 10. 2. 1. 44.

(55) 2.. 3. Wang 2003. 1. 0. 8 emotional display rule knowledge 1. Josephs. 1994 Josephs 1994 ×. 3-5 45.

(56) 3-5 Josephs. 1994. Timo. Timo ……. Timo. Timo. Timo Timo. 1. 2. 3. 2.. Josephs 1994. 46.

(57) 3-6. . →. → →. →. 3. Josephs. 1994 1 47. 0.

(58) 12. self-protective. prosocial norm maintenance. Garner 1996 other. 3-7. 3-7. Garner, 1996 1. 2. 3. 4. 4. Garner 1996. 48.

(59) 15 Kappa .93 .89 .90 .81. kappa. .001. Landis. kappa. Koch 1977. almost perfect agreement. 1. Happé 1994 Strange Stories. Strange Stories. 12. /. /. 2. 24. non-literal. Happé 1994 Strange Stories. Strange. Stories. Strange Stories. Happé 24. Happé 1994. Strange Stories. 12~38. 15~24. 49. 8.9~45.1 6.6~9.7.

(60) 8. /. 2.. (1). comprehension question. (2). justification question. 3. 1 Happé Brownell 1998. Winner. 0~2. 24 Happé Strange Stories. Happé. Happé, Winner, & Brownell, 1998. Strange Stories. Happé Happé White Hill. Happé. Frith. 2 50. 2009.

(61) 1. 0. 4. White Hill. Happé. Frith. 2009. 15 kappa. Kappa .90 .95 .91. .001. almost. perfect agreement. 1.. Hughes. 2005. and Primary Scale of Intelligence – Revised. Wechsler Preschool. Vocabulary Subtest 2000 1~14. 15~30. 5~7 2.. 51. 16.

(62) 0~2 5. 32 0. 3. .82~.86 .75 .68~ .80. t t. Pearson Pearson. 52. 5~6. .72.

(63) 4-1. 3.78 21. t = 4.14. p < .001. t = 3.26. 53. p < .01. 16. t = 3.26. p < .01.

(64) 4-1. t. N=82. n=44. n=38. 1.. 1.77 (3.78). 3.05 (4.28). 0.29 (1.01). 4.14***. 4.. 0.95 (1.30). 1.43 (1.98). 0.39 (0.68). 3.26**. 0.93 (1.76) 1.16 (1.36). 1.45 (2.15) 1.30 (1.44). 0.32 (0.81) 1.00 (1.25). 2.. 1.11 (1.32). 1.34 (1.40). 0.84 (1.20). 1.74. 9.. 0.99 (1.19). 1.14 (1.57). 0.81 (1.05). 1.31. 8.. 0.95 (1.60). 1.11 (1.15). 0.76 (0.89). 1.28. 0.94 (1.02). 1.18 (1.11). 0.73 (0.92). 1.82. 0.89 (1.07). 1.20 (1.34). 0.74 (0.95). 1.80. 7. 6.. 3. 5. **p < .01.. ***p < .001.. 4-2. t. .01. 54. 3.26** 0.98.

(65) 1.27. 4-2. (N=82) t. *p < .05.. 1.. 1.86 (1.04). 2.22 (1.20). 1.45 (0.62). 3.71***. 5.. 1.45 (0.75). 1.63 (0.86). 1.24 (0.53). 2.49*. 3.. 1.54 (0.85). 1.75 (1.03). 1.29 (0.49). 2.64**. 2.. 1.85 (0.93). 1.83 (1.09). 1.88 (0.70). -0.26. 4.. 1.62 (0.80). 1.59 (0.88). 1.64 (0.70). -0.30. 6.. 1.54 (0.69). 1.55 (0.78). 1.54 (0.59). 0.04. 7.. 1.27 (0.57). 1.31 (0.70). 1.24 (0.36). 0.58. **p < .01.. ***p < .001.. z. 4-3 t=. 4.13 p < .001 t = 1.91. p > .05. t = 2.74 p < .01 t = -0.01. p > .05. 55.

(66) 4-3 (n = 44). 1. **p < .01. 2. M. (n = 38) t. M. SD. M. SD. 0.42. 1.24. -0.39. 0.37. 4.13***. 0.25. 1.13. -0.17. 0.81. 1.91. 0.33. 1.13. -0.30. 0.96. 2.74**. 0.05. 1.07. 0.06. 1.12. -0.01. ***p < .001.. z PA 0.5 0.5. RA PA. PA. RA. RA. PA. RA. 0.5 0.5 4-4. 4-5. 4-4. PA RA PA RA. %. (n=44). (n=38). %. 26 (59.1%). 30 (78.9%). 56. 68.3%. %. 3 (6.8%). 0 (0%). 3. 3.7%. %. 5 (11.4%). 6 (15.8%). 11. 13.4%. %. 10 (22.7%). 2 (5.3%). 12. 14.6%. 44 (100%). 38 (100%). 82. 100%. *p < .05.. 56. χ2 8.32*. >.

(67) 4-5. (n=38). 28 (63.6%). 28 (73.7%). 56. 68.3%. 1. 2. 3. 3.7%. (2.3%). (5.3%). 2. 5. 7. 8.5%. %. (4.5%). (13.2%) 3 (7.9%). 16. 19.5%. %. 13 (29.5%) 44 (100%). 38 (100%). 82. 100%. %. PA. %. RA PA RA. %. (n=44). χ2 7.47. 4-4. 56. 68.3% RA. PA 11. RA. 12. 13.4%. 14.6%. PA. 3. 3.7% PA. RA. RA. PA. χ2 = 8.32 p < .05 PA PA. RA. RA. PA. RA. PA RA. 56 7. 8.5%. 3 11. RA. 16. 57. PA 19.5%.

(68) χ2 = 7.47 p > .05. 4-6 .73 p < .001 .74 p < .001. .58 p < .001. .32 p < .001. 4-6. (N=82). PA. RA. PA. PA .73*** RA. *p < .05.. .80*** .52***. PA. .58*** .55*** .72***. .40*** .38* .35*. RA. .30** .30* .64***. .32** .22* .52***. ***p < .001.. McEvoy. 2003. 58. .74*** .77*** .78***. RA.

(69) r = .55 p < .001. r = .72 p < .001 r = .52. p < .001. r = .22. p > .05. 4-7. 4-7. t (N=82) M. SD. (n=44) M. (n=38). SD. M. SD. t. 3.15. 0.65. 3.18. 0.72. 3.11. 0.56. 0.53. 5.63. 1.19. 5.80. 1.21. 5.45. 1.16. 1.36. 9.22. 2.19. 9.09. 2.39. 9.38. 1.93. -.59. 15.07. 2.12. 14.92. 1.89. 15.19. 2.38. -.59. 3.15 4-7. t = .53. p > .05 4-8 100% 43%. χ2 = 5.46 p < .05 59.

(70) 4-8. (N=82). 82(100%). 78 (95%). 62(76%). 35(43%). (n=44). 82(100%). 75 (91%). 61(75%). 45(55%). (n=38). 82(100%). 82(100%). 62(76 %). 24(29%). 2. χ. 3.63. 0.02. 5.46*. *p < .05.. 4-9. 10%. separation anxiety Francis, Last, & Strauss, 1987 difficult. 30%. 33% 60.

(71) 4-9 (N=82). (n=44). (n=38). 78. 2. 0. 2. 42. 0. 0. 2. 36. 2. 0. 0. (94%). (3%). (0%). (3%). (95%). (0%). (0%). (5%). (95%). (5%). (0%). (0%). 82. 0. 0. 0. 44. 0. 0. 0. 38. 0. 0. 0. (100%). (0%). (0%). (0%). (100%). (0%). (0%). (0%). (100%). (0%). (0%). (0%). 3. 74. 3. 2. 2. 41. 1. 0. 1. 33. 2. 2. (4%). (90%). (4%). (2%). (5%). (93%). (2%). (0%). (3%). (87%). (5%). (5%). 2. 58. 11. 11. 1. 31. 7. 5. 1. 27. 4. 6. (2%). (71%). (14%). (13%). (2%). (71%). (16%). (11%). (3%). (71%). (10%). (16%). 0. 48. 29. 5. 0. 24. 19. 1. 0. 24. 10. 4. (0%). (59%). (35%). (6%). (0%). (55%). (43%). (2%). (0%). (63%). (26%). (11%). 0. 11. 69. 2. 0. 6. 38. 0. 0. 5. 31. 2. (0%). (14%). (84%). (2%). (0%). (14%). (86%). (0%). (0%). (13%). (82%). (5%). 1. 46. 11. 24. 0. 25. 6. 13. 1. 21. 5. 11. (1%). (56%). (14%). (29%). (0%). (57%). (13%). (30%). (3%). (55%). (13%). (29%). 2. 27. 5. 48. 1. 13. 3. 27. 1. 14. 2. 21. (2%). (33%). (6%). (59%). (2%). (30%). (7%). (61%). (3%). (37%). (5%). (55%). = 5.80 1.33. = 5.45 t =. p > .05. Wang 2003. χ2 = 17.31 p < .001. 61.

(72) 4-10 4-1 4-10. PA RA PA. RA. PA RA PA. RA. 62. 0 (0%). 15 (27%). 35 (62%). 6 (11%). 0 (0%). 19 (34%). 32 (57%). 5 (9%). 0 (0%). 0 (0%). 2 (67%). 1 (33%). 0 (0%). 0 (0%). 2 (67%). 1 (33%). 0 (0%). 6 (55%). 5 (45%). 0 (0%). 0 (0%). 2 (29%). 4 (57%). 1 (14%). 1 (8%). 2 (17%). 8 (67%). 1 (8%). 1 (6%). 2 (13%). 12 (75%). 1 (6%). 1 (1%). 23 (28%). 50 (61%). 8 (10%). 0 (0%). 18 (32%). 2 (4%). 0 (0%). 36 (64%) 37 (66%). 17 (30%). 2 (4%). 0 (0%). 1 (33%). 2 (67%). 0 (0%). 0 (0%). 1 (33%). 2 (67%). 0 (0%). 0 (0%). 6 (55%). 4 (36%). 1 (9%). 0 (0%). 5 (71%). 2 (29%). 0 (15%). 0 (0%). 6 (50%). 5 (42%). 1 (8%). 0 (0%). 6 (38%). 8 (50%). 2 (12%). 0 (0%). 49 (60%). 29 (35%). 4 (5%).

(73) 100%. 100%. 90%. 90%. 80%. 80%. 70%. 70%. 60%. 60%. 50%. 50%. 40%. 40%. 30%. 30%. 20%. 20%. 10%. 10%. 0%. 0%. 非攻擊組. PA組. RA組. PA+RA組. 100%. 100%. 90%. 90%. 80%. 80%. 70%. 70%. 60%. 60%. 50%. 50%. 40%. 40%. 30%. 30%. 20%. 20%. 10%. 10%. 0%. 非攻擊組. PA組. RA組. PA+RA組. 非攻擊組. PA組. RA組. PA+RA組. 0%. 非攻擊組. PA組. RA組. PA+RA組. 4-1 4-10. 4-1. PA. PA RA. RA. PA PA. PA. RA. 63. RA. RA.

(74) PA RA PA. 33%. RA 9% PA. PA. RA RA RA PA RA. PA. 4-11. χ2 = 3.88 p < .05. 64. RA.

(75) χ2 = 5.73 p < .05. 4-11 (+). χ. 2. χ2. (-). (-). (+). (-). (+). 72 (87.8%) 41 (93.2%). 78 (95.1%) 41 (93.2%). 71 (86.6%) 37 (84.1%). 39 (47.6%) 22 (50.0%). 70 (85.4%) 35 (79.5%). 56 (68.3%) 31 (72.7%). 31 (83.3%). 38 (100%). 34 (91.9%). 17 (45.9%). 35 (94.6%). 25 (61.1%). 1.80. 2.62. 1.13. 0.13. 3.88*. 1.22. 71 (87.7%). 68 (84.0%). 62 (76.5%). 40 (49.4%). 65 (80.2%). 55 (67.9%). 39 (88.6%) 32 (86.5%). 33 (75.0%) 35 (94.6%). 33 (75.0%) 29 (78.4%). 23 (52.3%) 17 (45.9%). 33 (75.0%) 32 (86.5%). 32 (72.7%) 23 (62.2%). .086. 5.73*. 0.13. 0.32. 1.67. 1.28. 1. 2.. χ2. 3.. =82. =44. =38. χ2 = 2.30 p > .05 χ2 = 5.02 p < .05 4-12 82 44 38. 56 (68.3%) 32 (72.7%) 24 (63.6%). 66 (80.2%) 33 (75.0%) 33 (86.5%). 2.30. 5.02*. χ2 *p < .05.. 65.

(76) 38.4% 4-13. N=492. 153 (31.5%). 123 (25.4%). 43 (8.0%). 43 (8.2%). 130 (26.8%). 53 (10.7%). 110 (22.1%). 186 (38.4%). 78 (16.1%). 62 (12.8%). 6 (7.4%). 8 (9.9%). 3 (3.7%). 6. 82. 4-14. 10%. 4-14 4 (4.9%). 5 (6.2%). 5 (6.3%). 16 (19.8%). 29 (35.8%). 45 (55%). 50 (60.5%). 16 (19.8%). 8 (10%). 12 (14.8%). 23 (28.4%). 2 (2.5%). 7 (8.6%). 2 (2.5%). 1 (1.3%). 2 (2.5%). 4 (4.9%). 5 (6.2%). 5 (6.2%). 24 (29.6%). 15 (18.8%). 18 (22.2%). 12 (14.8%). 5 (6.2%). 4 (4.9%). 5 (6.2%). 7 (8.8%). 7 (8.6%). 3 (3.7%). 3 (3.7%). 82 (100%). 82 (100%). 82 (100%). 82 (100%). 82 (100%). 82 (100%). 36 (44.4%) 31 (38.3%). 1. 2. N=82. 4-15 45.68% 45% 66. 67 (81.5%).

(77) 6%. 4-15. (N=82) (n=44) (n=38). 225. 111. 9. 82. 32. 32. (45.68%). (22.63%). (1.85%). (16.67%). (6.58%). (6.58%). 120. 55. 7. 44. 20. 18. (45.45%). (20.83%). (2.65%). (16.67%). (7.58%). (6.82%). 105. 56. 2. 38. (45.95%). (24.77%). (0.90%). 12 (16.67%) (5.41%). 14 (6.31%). 1. 2.. =. ×6 (. 6. ). 4-16 RA 39.4%. PA PA. RA. RA. PA PA. RA. 67. RA.

(78) 4-16. (n=56). 22. 159. 66. 5. 64. 21. (6.6%). (47.2%). (19.5%). (1.6%). (18.9%). (6.3%). 0. 8. 4. 0. 1. 5. (0 %). (44.4%). (22.2%). (0 %). (5.6%). (27.8%). 1. 26. 26. 2. 8. 3. (1.5%). (39.4%). (39.4%). (3%). (2.1%). (4.6%). 9. 31. 15. 2. 11. 4. (12.8%). (43.6%). (20.5%). (2.6%). (15.4%). (5.1%). 18. 156. 77. 4. 58. 23. (5.4%). (46.3%). (23.0%). (1.2%). (17.3%). (6.9%). 1. 9. 6. 3. 0. 0. (0%). (50.0%). (33.3%). (16.7%). (0%). (0%). 0. 21. 13. 1. 5. 2. (0%). (50.0%). (31.0%). (2.4%). (11.9%). (4.8%). 13. 40. 16. 2. 18. 7. (13.5%). (41.7%). (16.7%). (2.1%). (18.8%). (7.3%). PA (n=3) RA (n=11) PA RA (n=12) (n=56) PA (n=3) RA (n=7) PA RA (n=16) 1. 2.. ×6 (. =. 6. ). Strange Stories. 4-17 comprehension question. 2 justification question. 16 7.57. 15. 68.

(79) 4-17. Strange Stories. (N=79). 8. 6. 8. 7.44. 0.66. 16. 3. 13. 7.57. 2.06. 24. 10. 20. 15.07. 2.12. 4-18 second-order beliefs. 4-18. Strange Stories (N=82). (n=44). (n=38). M. SD. M. SD. M. SD. t. 0-3. 1.65. 0.71. 1.77. 0.57. 1.50. 0.83. 1.71. 0-3. 1.96. 0.96. 1.93. 0.93. 2.00. 1.01. -0.32. 0-3. 2.01. 0.64. 2.05. 0.61. 1.97. 0.68. 0.51. 0-3. 2.16. 0.87. 2.07. 0.82. 2.26. 0.92. -1.02. 0-3. 1.79. 0.83. 1.80. 0.82. 1.79. 0.84. 0.03. 0-3. 1.89. 0.69. 1.86. 0.55. 1.92. 0.82. -0.37. 0-3. 2.09. 0.57. 2.16. 0.57. 2.00. 0.57. 1.26. 0-3. 0.91. 0.67. 0.91. 0.71. 0.92. 0.63. -0.08. 69.

(80) Strange Stories = 14.88. = 15.17. t = -.59. p > .05. 4-18. 4-19. r = .12. > .05 r = .28 p < .05 r = .35 p < .01. PA RA. PA. RA. 4-19. (N=82). .119 .257*. .178. .354**. .196. .18. PA. .019. .119. -.021. -.196. RA. .042. .010. -.048. -.108. PA. -.015. -.010. -.004. -.157. RA. .027. -.041. .020. -.001. *p < .05.. **p < .01. 70. p.

(81) 4-20 PA. RA. PA. RA. RA. PA. PA. RA. 4-20. .163 RA. .101 -.299. PA +RA. .026. -.178. .177. -.082. .145. -.172. -.056. .043. -.236. -.077. .098. .177. -.063. -.147. -.083. -.073. .139. -.103. .078. .048. .003. .039. .012. .016. -.113 PA. .008 -.154. RA +PA. .107 RA. .101 -.114. PA +RA. -.149 PA. -.056 -.067. RA +PA =82. =44. =38 71.

(82) 4-21. 4-21. PA RA. N. M. 56. 19.11 14.33. 3.66 6.51 3.83 3.50 3.93 5.69 3.00 3.64. 3 11. PA RA. 12. 18.64 18.92. PA RA PA RA. 56 3 11 12. 18.75 18.33 19.00 19.19. SD. F. 1.54. 0.08. one-way ANOVA. F p = .072. RA PA. 72.

(83) 4-22. (N=82). PA RA PA RA PA RA. M. SD. 56. 8.75. 1.28. 3 11. 8.33 8.55. 1.56. 12. 9.25. 56. 8.70 10.00. 3 7. 1.29 1.71. F. 0.75. 1.32 1.00 1.13. 1.21. 16. 8.43 9.00. PA. 55 3. 9.29 10.33. 2.20 1.53. RA PA RA. 11 12. 9.09 8.75. 1.58 2.77. PA RA PA RA. 56 2 7 16. 9.13 11.50 10.43 8.75. 2.12 0.71 1.81 2.47. 1.77. PA RA PA RA. 53 3 11 12. 15.23 13.26 15.89 14.00. 2.14 2.30 2.12 1.81. 2.23. PA RA PA RA. 55 2 6 16. 15.05 16.00 15.67 14.50. 2.22 1.41 2.58 1.63. 0.64. PA RA. 16 5 4. 73. 1.51. 0.47. 13.

(84) 74.

(85) 1.69. 4. 5 2. 1.99. 1.35. Alink. 2006. 3~4 Tremblay et al., 2005. Alink et al., 2006 Adams, Snowling, Hennesy, & Kind, 1999; Estrem, 2005; Stevenson, Richman, & Graham, 1985. 75.

(86) 2006. 2009. 2008 Crick, Casas, & Mosher, 1997; Crick et al., 2006; McEvoy et. al., 2003; McNeilly-Choque et al., 1996; Monks, Smith, & Swettenham, 2005; Ostrov & Crick, 2007; Ostrov & Keating, 2004. Alink. 2006. 2~3. 4. Cummings, Iannotti, & Zahn-Waxler, 1989; Keenan & Shaw, 1994 Hay 2007 (1) (2). (3) (4). 1.81. =1.84. =1.78 76.

(87) 4. Ostrov. 5. 2004. 2007. 2009. 2008 Carpenter. & Nangle, 2006; Hart, Nelson, Robinson, Olsen, & McNeilly-Choque, 1998; Rys & Bear, 1997 Ostrov. Keating 2004. gender-atypical aggression. 0.5. PA PA. RA. RA. Crick Casas. 1997. 56%. 77. Mosher.

(88) Carpenter & Nangle, 2006 Côté et al., 2007 PA. RA. PA PA. RA. RA. .73. .74 2009. 2008 Johnson & Foster, 2005; Monks,. Smith, & Swettenham, 2005; Nelson, Hart, Yang, Olsen, & Jin, 2006; Nelson, Robinson, & Hart, 2005. Closson,. 2009; Henington, et al., 1998; Kaukiainen et al., 1999; Nelson, Mitchell, & Yang, 2008; Smith, Rose, & Schwartz-Mette, 2009; Yeung & Leadbeater, 2007. Merrell, Buchanan, & Tran, 2006. 78.

(89) 2 Bullock & Russell, 1985. recognize name. Michalson & Lewis, 1985. 43% Denham & Couchoud, 1990; Widen & Russell, 2003 Garner, Jones, & Miner, 1994. 7 5. Durand,. Gallay, Seigneuri, Robichon, & Baudouin, 2007; Gao & Maurer, 2009. 5~6. Gagnon, Gosselin,. Hudon-ven der Buhs, Larocque, & Milliard, 2010 Gao. Maurer 2009. 5%~100%. 100%. 79.

(90) 70% 80%. Wang 2003 1 4.5. 25% 54% 40%. 49%. 80.

(91) 33% Levine 1995. 5~6. Borke, 1971; Denham & Couchoud, 1990; Graham, Doubleday & Guarino, 1984; Levine, 1995; Reichenbach & Masters, 1983. Shaver, Schwartz, O'Connor, & Kirson, 1987; Stein & Levine, 1989. Denham, Zoller, & Couchod, 1994; Wang, 2003; Wang, Hutt, Kulkofsky, McDermott, & Wei, 2006. 81.

(92) PA RA. PA. Dodge, Lochman, Harnish, Bates, & Pettit, 1997; Hubbard et al., 2004. PA. anger attributional bias Trentacosta, Izard, Mostow, & Campbell, 2004. Fine, RA. Paquette & Underwood, 1999 Crick. Casas. Ku. 1999. PA RA. PA RA. Gardner, Harris, Ohmoto, & Hamazaki, 1988; Gosselin, Warren, & Diotte, 2002; 82.

(93) Gross & Harris, 1988; Misailidi, 2006 Josephs, 1994; Gosselin, Warren, & Diotte, 2002. masking. deamplifying neutralizing. Josephs 1994. 2006. McDowell. Parke 2000. Josephs, 1994. Underwood 1997. McDowell & Parke, 2000. 83.

(94) Barbee et al., 1993; Fischer, 2000 37.9%. 62.1%. Coie, 1986; Davis, 1995; Saarni, 1984 2006. Josephs, 1994 social monitoring 84.

(95) Davis, 1995. Gnepp. Hess. 1986. 7. 9. 11. 16. Josephs 1994 46 Gosselin 2002. Gosselin. pre-operational stage. 85. Warren. Diotte.

(96) Garner, 1996 RA. RA RA PA. 84.6%. 25%. 60%. PA. 84.6%. RA. 50%. RA. RA RA. Strange Stories 1. 7 Perner & Wimmer, 1985. 2008 86. 2008. 2003.

(97) 2008. 2009. 2005. Monks, Smith, & Swettenham, 2005 Strange Stories. Badenes. 2005 Hughes & Dunn, 1998; Estevan. Bacete 2000. 4~6. 2008. 4~5. Capage & Watson, 2001 Gini, 2006; Slaughter, Dennis, & Pritchard, 2002. Colwell & Hart, 87.

(98) 2006; Izard et al., 2001, 2008. Renouf et al., 2010a;. Slaughter, Dennis, & Pritchard, 2002 2008. Garner Dunsmorem. Southam-Gerrow. 3~5 2008. /. Badenes Estevan. Bacete 2000. 4~6. Gasser. /. Keller 2009. 7~8. /. Denham et al., 2002; Lemerise & Arsenio, 2000; Schultz, Izard, & Bear, 2004. Sutton. Smith. Kaukiainen. Swettenham. 88. 1999. 1999b.

(99) /. Völlm. 2006. fMRI. Andreou 2006. Kaukiainen. 1999. Ostrov et al., 2008. Ostrov et al., 2004. Monks Smith. 89. Swettenham 2005.

(100) 2010. Andreou 15. 2006. Kaukiainen. 1999. 10 Saarni, 1999. Andreou. 2006. Kaukiainen. 1999 90.

(101) perceived popularity. Cillessen & Mayeux, 2004; Prinstein & Cillessen, 2003;. Puckett, Aikins & Cillessen, 2008; Rose, Swenson, & Waller, 2004. Andreou 2006. Kaukiainen. 1999. 91.

(102) 92.

(103) PA. RA. RA. PA. PA. PA RA. 93. RA.

(104) RA. Strange Stories. comprehension question justification question. Strange Stories. 94.

(105) 82. 15. 24 12. 95.

(106) 1.. Garner 1996 Garner, 1996; Jones, Abbey, & Cumberland, 1998. 2.. Minde, 1992 Carpenter & Nangle, 2006 Loigman 1983. 96. Rickel. Eshelman.

(107) Sutton Smith. Swettenham 1999b. ……. subtype Dodge. Coie 1987. proactive aggression. reactive aggression proactive relational aggression. reactive relational aggression Little, Jones, Henrich, & Hawley, 2003. Renouf. Linder, Crick, & Collins, 2002; 2010b. hostile attribution bias Katsurada & Sugawara 1998; Orobio de Castro et al. 2002. 97.

(108) Renouf 2010a. 98.

(109) 2006 9(4) 108-112 2007. 2008. 2010. 2002. 2009. 2008. 2003. 2009. 2008. 2006. 2008 99.

(110) 2000. 2002. 2000. (WPPSI-R). 2006. —. 2009. 2005. 2005. 2005. 2008. 2005. 100.

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