4-8年级儿童同伴关系中的内隐认知偏差

心理与行为研究 ›› 2016, Vol. 14 ›› Issue (3): 338-345.

4-8年级儿童同伴关系中的内隐认知偏差

王荣,桑标,李亚真

济南大学教育与心理科学学院，济南 250022/华东师范大学心理与认知科学学院，上海 200062/福建中医药大学心理学教研室，福州 350122

收稿日期:2015-03-06 出版日期:2016-05-20 发布日期:2016-06-06
通讯作者: 王荣,E-mail:sep_wangr@ujn.edu.cn
基金资助:
教育部人文社科规划基金项目（13YJA190014）和福建省社科规划青年项目（2014C101）

Implicit Cognition Bias in 4 ~ 8 Grade Children′s Peer Rolationship

Wang Rong, Sang Biao, Li Yazhen

School of Education and Psychology, University of Jinan, Jinan 250022;
School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062;
Department of Psychology, Fujian University of Traditional Chinese Medicine, Fuzhou 350122

Received:2015-03-06 Online:2016-05-20 Published:2016-06-06

摘要/Abstract

摘要： 为了探究儿童同伴关系中的认知偏差情况，以四、六、八年级共153名中小学生（9-15岁）为被试，运用内隐联想测验（IAT）考察了儿童对其同伴关系双方的相对认知。结果表明：（1）儿童的同伴关系认知中存在内隐认知偏差，儿童对自己的认知要显著积极于对同伴的认知，表现出了自我提升现象。（2）儿童同伴关系中这种内隐认知偏差的表现及程度均不受年龄、性别因素影响。

关键词: 儿童, 同伴关系, 内隐认知, 社会认知偏差, 自我提升

Abstract: The aim of this study was to explore children′s cognition bias in their peer relationship. Implicit comparative cognition was focused on through(Implicit Association Test)IAT. 153 children aging from 9 to 15(M=11.84, SD=1.74), graded in 4, 6, and 8, participated the experiment. Results showed as following: 1)There was a significant cognition bias in children′s implicit cognition of peers relationship. The children showed a more positive cognition of themselves than that of their peers, indicating self-enhancement. 2)Neither the characteristic nor the degree of this implicit cognition bias was affected significantly by participates′ grade or gender.

Key words: children, peer relationship, implicit cognition, social cognition bias, self-enhancement

中图分类号:

B844.1

王荣,桑标,李亚真. 4-8年级儿童同伴关系中的内隐认知偏差[J]. 心理与行为研究, 2016, 14(3): 338-345.

Wang Rong, Sang Biao, Li Yazhen. Implicit Cognition Bias in 4 ~ 8 Grade Children′s Peer Rolationship[J]. Studies of Psychology and Behavior, 2016, 14(3): 338-345.

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