發(fā)布時間：2018-10-19 15:51

【摘要】：特質(zhì)是具有一定神經(jīng)生理基礎(chǔ)的、持久穩(wěn)定的個體心理特征,常被人們用來描述、解釋和預(yù)測行為。根據(jù)他人行為推斷其特質(zhì),可以幫助我們在復(fù)雜環(huán)境中快速認識他人。自發(fā)特質(zhì)推理是指個體在沒有意圖,甚至自己也未意識到的情況下自發(fā)地由行為推論人格特質(zhì)的過程。正是由于這種無意識、自動進行等特點,使其推理出的特質(zhì)很容易被個體所接受,并成為許多人際決策的重要依據(jù)。作為一種觀察者和被觀察者交互作用產(chǎn)生的認知過程,個體的自發(fā)特質(zhì)推理必然受到這兩類因素的影響。已有研究發(fā)現(xiàn)觀察者的情緒、認知負荷以及被觀察者的行為效價等均會影響該過程。其中由被觀察者性別激活的性別刻板印象也會對該過程會產(chǎn)生影響,具體來說與性別刻板不一致行為相比,人們更傾向于自發(fā)地推斷出個體與自身性別刻板一致行為中所隱含的特質(zhì)。依據(jù)性別圖式理論可以劃分出性別圖式化個體和非圖式化個體,前者比后者對性別信息的感知更敏銳,更傾向于從性別維度加工和整合信息。即性別圖式化個體可能對他人的行為與其自身的性別刻板印象一致或不一致更為敏感。已有研究也發(fā)現(xiàn)性別圖式會調(diào)節(jié)性別刻板印象對自發(fā)特質(zhì)推理的影響,性別刻板印象影響性別圖式化個體的自發(fā)特質(zhì)推理,但不影響性別非圖式化個體的自發(fā)特質(zhì)推理。但上述研究均是針對成人被試開展的,而性別刻板印象在幼兒2歲左右就已經(jīng)出現(xiàn),之后快速發(fā)展。但此階段兒童的性別刻板印象較為僵化,童年中期他們對性別的認識開始變得靈活。而到了青春期,性別刻板印象又因性意識的覺醒再次僵化。從發(fā)展的視角來看,較早就發(fā)展起來的性別刻板印象是否會對不同年齡階段個體的自發(fā)特質(zhì)推理產(chǎn)生影響,以及這種影響是否會因個體性別圖式的不同而存在差異,是該領(lǐng)域有待探討的重要問題。此外有研究者提出兒童有意圖特質(zhì)推理的長期練習能夠促進自發(fā)特質(zhì)推理的發(fā)生。研究表明,隨著兒童有意圖特質(zhì)推理的不斷練習,兒童大約在8歲左右就可以進行自發(fā)特質(zhì)推理。國內(nèi)外許多研究者也對自發(fā)特質(zhì)推理的發(fā)展情況進行過初步探討,但尚未有研究系統(tǒng)考察過不同年齡段兒童青少年自發(fā)特質(zhì)推理的發(fā)展趨勢。因此,本研究采用探測詞再認范式考察9歲、10歲、11歲、12歲、13歲和14歲兒童青少年自發(fā)特質(zhì)推理的年齡特點,并考察性別刻板印對自發(fā)特質(zhì)推理影響的年齡特點以及性別圖式在其中的調(diào)節(jié)作用。這對于我們較為全面、深入地了解兒童青少年樸素心理理論的發(fā)展情況有重要的意義。本研究主要有以下結(jié)論:1、9-14歲兒童青少年均能進行自發(fā)特質(zhì)推理,且推理強度上表現(xiàn)為“倒U型”發(fā)展趨勢。具體而言9-10歲兒童進行自發(fā)特質(zhì)推理的強度逐漸增強,10歲左右兒童進行自發(fā)特質(zhì)推理的強度最強,10-14歲推理強度緩慢下降。2、性別刻板印象不影響9-14歲兒童青少年的自發(fā)特質(zhì)推理。3、只有對9歲和13歲組的兒童而言,性別刻板印象對自發(fā)特質(zhì)推理的影響受到性別圖式的調(diào)節(jié)。相比性別非圖式化個體,性別刻板印象更可能影響性別圖式化個體的自發(fā)特質(zhì)推理。具體而言,性別圖式化個體更傾向于對刻板一致行為進行自發(fā)特質(zhì)推理,而性別非圖式化個體對刻板一致和不一致行為進行自發(fā)特質(zhì)推理的程度不存在顯著差異。
[Abstract]:It is characterized by a certain neurophysiological basis, lasting and stable individual psychological characteristics, often used to describe, explain and predict behavior. according to others' behavior, we can help us quickly meet others in a complex environment. Self-nature reasoning refers to the process of individual behavior inference personality traits without intention or even self-awareness. Because of the unconscious and automatic nature, it is easy to be accepted by individuals and become an important basis for many people's decision-making. As a cognitive process generated by interaction between an observer and an observer, the spontaneous trait reasoning of an individual must be influenced by these two types of factors. It has been found that the emotion, cognitive load and behavior potency of the observer will affect the process. Gender stereotypes, which are activated by the sex of the observer, will also have an impact on the process, particularly in comparison with gender stereotypes, which tend to spontaneously infer the traits implicit in the individual's gender stereotypes. According to the gender pattern theory, gender-schema individuals and non-schematized individuals can be classified, the former is more acute than the latter's perception of gender information, and is more inclined to process and synthesize information from the gender dimension. That is, gender-based individuals may be more sensitive to the behavior of others and their own gender stereotypes. It has been found that the gender pattern can regulate the influence of gender stereotype on spontaneous trait reasoning, and the gender stereotype affects the spontaneous trait reasoning of gender-based individuals, but does not affect the self-nature reasoning of gender-non-schematized individuals. However, the above-mentioned studies have been conducted for adults, and gender stereotypes have emerged around the age of 2 years, followed by rapid development. However, the gender stereotypes of children in this phase are rigid, and their awareness of gender has begun to become flexible in the middle of their childhood. At puberty, the gender stereotype and the awakening of sexual consciousness became rigid again. From the perspective of development, whether the gender stereotype developed earlier will have an influence on the spontaneous trait reasoning of individual in different age groups, and whether the influence will be different due to the difference of the individual's gender schema is an important issue to be discussed in this field. In addition, researchers suggest that the long-term practice of children with intention-specific reasoning can contribute to the genesis of spontaneous trait reasoning. The study shows that, with the practice of child's intentional characteristic reasoning, the child can conduct spontaneous attribute reasoning around the age of 8. Many researchers at home and abroad have studied the development of spontaneous trait reasoning, but have not yet studied the development trend of spontaneous trait reasoning among children of different ages. Therefore, this study examined the age characteristics of spontaneous trait reasoning among 9-year-old, 10-year-old, 11-year-old, 12-year-old, 13-year-old and 14-year-old children in this study. This is of great significance for us to understand the development of children's simple psychological theory in a more comprehensive and in-depth way. The study mainly has the following conclusions: 1. Children aged 9-14 years old can conduct spontaneous attribute reasoning, and the reasoning intensity is shown as the development trend of the 鈥渋nverted U-shape鈥，

本文編號：2281594