La compréhension précoce de l'émotion comme cause de l'action (notice n° 606470)
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| fixed length control field | 02562cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121160233.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gouin-Décarie, Thérèse |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | La compréhension précoce de l'émotion comme cause de l'action |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2005.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 55 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RÉSUMÉ La compréhension des émotions par le jeune enfant est un processus complexe, relativement peu analysé dans le cadre des théories de l’esprit. Cela est sans doute lié au fait que l’émotion y est rarement conçue comme un état mental au même titre que le désir, la fausse croyance ou l’intention. Estimant avec Flavell que l’émotion constitue un véritable état mental, les auteurs ont structuré une tâche qui diffère des mesures habituellement utilisées pour évaluer la compréhension des émotions et qui permet de cerner comment les enfants de quatre ans comprennent les actions susceptibles de découler des émotions. Ils observent que près de la moitié des sujets comprennent les conséquences des quatre émotions primaires, et découvrent que la colère, dans ce contexte, jouit d’un statut particulier. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | SUMMARY The young child’s understanding of the consequences of emotion The understanding of emotion in the young child is a complicated process that has not been systematically investigated yet by ToM’s researchers. In fact, emotion is rarely considered as a mental state that should be analyzed, in se, as is the case for desire, false belief or intention. Accepting Flavell’s opinion that emotion is a true mental state, the authors structured a new task that differs from the traditional measures used to assess the development of emotion knowledge and which evaluates the four-year olds’ capacity to understand which actions may follow a specific emotion. The data indicated that almost half of the preschoolers understood the consequences of the four primary emotions and that, within this framework, anger has a distinct status. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Âge préscolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Théorie de l'esprit |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Compréhension des émotions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | ToM |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Preschooler |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Emotion knowledge |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Quintal, Germain |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ricard, Marcelle |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Deneault, Joane |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Morin, Pierre L. |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 57 | 4 | 2005-12-01 | p. 383-402 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance1-2005-4-page-383?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-enfance1-2005-4-page-383?lang=fr&redirect-ssocas=7080</a> |
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