With the measuring materials for primary school children’s understanding of embarrassment compiled by the co-authors and the classic prisoner’s dilemma model, the research explored the inlfuence of 76 primary school children’s understanding ability of embarrassment and emotional state from grade 4 to grade 6 on their cooperative behavior. The results are shown as follows: (1) Primary school children’s understanding ability of embarrassment had significant influence on their cooperative behavior, i.e. children with high understanding ability of embarrassment showed more cooperative behavior. (2) Embarrassment emotional state had a signiifcant influence on primary school children’s cooperative behavior, namely, children experienced embarrassment showed more cooperative behavior. (3) In an embarrassment state, primary school children with high and low understanding ability of embarrassment tended to conduct more cooperative behavior; in a neutral emotional state, primary school children with high understanding ability of embarrassment tended to conduct more cooperative behavior than children with low understanding ability of embarrassment.%采用自编的小学儿童尴尬情绪理解能力测量材料和经典囚徒困境改编的合作游戏范式，考察76名小学4～6年级儿童的尴尬情绪理解能力和情绪状态对其合作行为的影响。结果表明：（1）小学儿童的尴尬情绪理解能力对其合作行为有显著影响，高尴尬情绪理解能力的小学儿童表现出更多的合作行为；（2）尴尬情绪状态对小学儿童的合作行为有显著影响，体验到尴尬情绪的小学儿童表现出更多的合作行为；（3）在尴尬情绪状态下，高、低尴尬情绪理解能力的小学儿童均倾向于做出更多的合作行为；在中性情绪状态下，高尴尬情绪理解能力的小学儿童比低尴尬情绪理解能力的小学儿童倾向于做出更多的合作行为。
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