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。
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.
行为观察、同伴提名、教师评估作为三种评估角度，比较一致地反映了幼儿在与同伴交往中的行为表现；
As the assessment methods, behavior observation, peer nomination and teacher assessment reflect the real state in young children's peer interaction consistently.
并且通过同伴提名法划分了五类不同社交地位的儿童，对这五类儿童在不同起因和动机攻击情境中的移情进行比较。
The children are divided into five different social status by peer nomination, then compare their empathy in different cause and motivation aggression circumstances.
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