研究目的：情緒理解為理解情緒本質、前因和後果的能力，可幫助個體標記、辨認、預測、解釋以及調節情緒經驗。國外已有多項研究探討兒童的情緒理解能力，但台灣的相關研究較有限。因此，本研究旨在探討台灣2至6歲兒童情緒理解能力的發展以及其與語言和行為問題之間的關聯。
研究方法：本研究納入79位智力高於70的受試者，並依年齡分四組，即3歲、4歲、5歲及6歲組。個別施測情緒理解及後設認知作業-修訂版和魏氏幼兒智力量表第四版-中文版中的聽詞指圖及看圖命名分測驗，分別量測兒童的情緒理解能力和語言能力。家長則填寫兒童行為檢核表以量測兒童的行為問題。
研究結果：以年齡組為獨變項，兒童情緒理解能力為依變項，進行單因子變異數分析。結果顯示主要年齡效果。兒童情緒理解能力及語言能力在控制了年齡後進行皮爾森相關，發現兒童情緒理解能力與詞彙理解、詞彙表達和詞彙學習呈顯著正相關。接著再以年齡為控制變項，針對兒童情緒理解能力及行為問題進行皮爾森相關，發現兒童情緒理解能力與整體行為問題和內化問題呈顯著正相關，而與外化問題呈顯著負相關。
結論：兒童的情緒理解能力在2至6歲間有顯著的發展，且與語言和行為問題有顯著關聯。

Introduction: Emotion understanding is the ability to comprehend the nature, antecedents, and consequences of emotions. This ability helps label, identify, predict, explain, and regulate emotional experiences. Emotion understanding has been extensively researched overseas, but studies in Taiwan have been limited. Therefore, this study aims to examine the development of emotion understanding in Taiwanese children aged between 2 and 6 years and its association with language and behavioral problems. Methods: Seventy-nine participants with an intelligence quotient >70 were included and divided into four groups according to their age, particularly 3 years, 4 years, 5 years, and 6 years groups. Modification of the Emotion Comprehension and Metacognition Test (MECMT), and the Receptive Vocabulary and Picture Naming tests from the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition-Mandarin Version (WPPSI-IV-Mandarin) were individually administered to measure participants’ emotion understanding and language, respectively. Parents rated the Child Behavior Checklist (CBCL) to assess participants’ behavioral problems. Results: One-way ANOVAs with age groups as the independent variable and emotion understanding as the dependent variables were conducted. A significant age group effect was found. Pearson correlation coefficient test between emotion understanding and language, controlling for age, was performed. Significant positive associations were found between emotion understanding and vocabulary comprehension, vocabulary production, and vocabulary acquisition. The Pearson correlation coefficient test between emotion understanding and behavioral problems, controlling for age, revealed significant positive correlations between emotion understanding and general behavioral problems, as well as internalizing problems. In contrast, a negative correlation was found between emotion understanding and externalizing problems. Conclusion: Children’s emotion understanding undergoes significant development between 2 to 6 years old. Emotion understanding during this developmental phase correlates with language and behavioral problems.

Table of Contents
Acknowledgments............I
Abstract............II
Table of Contents............V
List of Tables............X
List of Figures............XI
1 Introduction............1
1.1 Emotion Understanding............1
1.1.1 Importance of Emotion Understanding............3
1.1.2 Development of Children’s Emotion Understanding............6
1.1.2.1 Three Stages of Children’s Emotion Understanding Development from Preschool to School Age............8
1.1.2.2 Cultural Differences in Emotion Understanding Development............10
1.1.3 Measures of Emotion Understanding............12
1.1.3.1 Denham Emotion Understanding Procedures............13
1.1.3.2 Test of Emotion Comprehension............14
1.1.3.3 Measures in Taiwan............15
1.2 Emotion Understanding and Language............16
1.2.1 Previous Findings............17
1.2.2 Explanations for the Relationship Between Emotion Understanding and Language............19
1.3 Emotion Understanding and Behavioral Problems............22
1.3.1 Previous Findings............22
1.3.1.1 Studies on Externalizing Problems............23
1.3.1.2 Studies on Internalizing Problems............24
1.3.1.3 Summary of Previous Studies............25
1.3.2 Explanations for the Relationship Between Emotion Understanding and Behavioral Problems............26
1.4 Current Study............27
1.4.1 Limitations of Previous Studies and Aims of the Current Study............27
1.4.2 Research Questions and Hypotheses............29
2 Methods............31
2.1 Participants............31
2.2 Measures............33
2.2.1 Demographics............34
2.2.2 Cognitive Ability............34
2.2.2.1 Bayley-III............35
2.2.2.2 Leiter-3............35
2.2.3 Emotion Understanding............36
2.2.4 Language............40
2.2.4.1 Vocabulary Comprehension and Vocabulary Production Abilities............41
2.2.4.2 Vocabulary Acquisition............42
2.2.5 Behavioral Problems............42
2.2.5.1 CBCL/1½-5............43
2.2.5.2 CBCL/6-18............44
2.2.5.3 Measures of Behavioral Problems............45
2.3 Procedure............46
2.4 Statistical Analyses............48
3 Results............51
3.1 Descriptive Statistics............51
3.2 The Development of Emotion Understanding............53
3.2.1 Development of Total Emotion Understanding, Four Levels of Emotion Understanding, and The Metacognition of Emotion Understanding............54
3.2.2 The Development of Emotion Understanding Components............60
3.3 The Relationship Between Emotion Understanding and Language............65
3.3.1 Age Effect on Language............66
3.3.2 Pearson Correlation Coefficient Test............67
3.3.3 Partial Correlation Test with Age as A Controlled Variable............68
3.4 The Relationship Between Emotion Understanding and Behavioral Problems............73
3.4.1 Age Effect on Behavioral Problems............73
3.4.2 Pearson Correlation Coefficient Test............74
3.4.3 Partial Correlation Test with Age as A Controlled Variable............75
4 Discussion............79
4.1 Overview of Research Questions and Hypotheses............79
4.1.1 Development of Emotion Understanding............80
4.1.2 Relationship Between Emotion Understanding and Language............83
4.1.3 Relationship Between Emotion Understanding and Behavioral Problems............87
4.2 Contributions and Implications............89
4.3 Limitations and Future Directions............91
4.4 Conclusions............93
References............95
Appendices............102
Appendix A: Factor Structure of the Modification of the Emotion Comprehension and Metacognition Test (MECMT)............102
Appendix B: Reliability Examination of the Modification of the Emotion Comprehension and Metacognition Test (MECMT)............110

List of Tables
Table 1 Distribution and Comparison of Gender, Family Monthly Income, and Cognitive Ability Between Age Groups............33
Table 2 Descriptive Data of Emotion Understanding, Language, and Behavioral Problems by Age Groups............52
Table 3 Results of Age Effect on Emotion Understanding............55
Table 4 Results of Age Effect on Language............66
Table 5 Result of Pearson’s Correlation Coefficients Test Between Emotion Understanding and Language............71
Table 6 Result of Partial Correlation Test Between Emotion Understanding and Language Controlled for Age............72
Table 7 Results of Age Effect on Behavioral Problems............74
Table 8 Result of Pearson’s Correlation Coefficients Test Between Emotion Understanding and Behavioral Problems............77
Table 9 Result of Partial Correlation Test Between Emotion Understanding and Behavioral Problems Controlled for Age............78

List of Figures
Figure 1 Three Stages of Emotion Understanding and Their Components............9
Figure 2 Research Questions and Hypotheses............30
Figure 3 Components of MECMT, The Skills Measured, and Their Level Distributions............40
Figure 4 The Procedure of This Study............47
Figure 5 The Developmental Trend of Total Emotion Understanding............57
Figure 6 The Developmental Trend of Basic Level of Emotion Understanding............57
Figure 7 The Developmental Trend of External Level of Emotion Understanding............58
Figure 8 The Developmental Trend of Mental Level of Emotion Understanding............58
Figure 9 The Developmental Trend of Reflective Level of Emotion Understanding............59
Figure 10 The Developmental Trend of Metacognition of Emotion Understanding............59
Figure 11 Total Response Scores of The Expressive Labelling Component Across Age Groups............62
Figure 12 Total Response Scores of The Perspective-Taking Component Across Age Groups............62
Figure 13 Total Response Scores of The Causes of Emotion Component Across Age Groups............63
Figure 14 Total Response Scores of The External Cause Component Across Age Groups............63
Figure 15 Total Response Scores of The Reminder Component Across Age Groups............64
Figure 16 Total Response Scores of The Mixed Component Across Age Groups............64
Figure 17 Total Response Scores of The Moral Component Across Age Groups............65

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