3～9岁儿童特质稳定性理解发展特点及其与人格特质的相关研究
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摘要
跨时间和跨情境的一致性是特质的一个重要特点。特质的这种稳定性特点有助于人们分析、判断自己或他人的行为和心理信息,帮助人们对他人行为做出预测,组织和调控自己的行为反应。因此,对于人们特质稳定性理解的考察有助于解释人们稳定的或者特定社会情境下的行为差异。在心理理论研究的指导下,本研究主要采用“特质性质(行为、心理)—特质类型—特质性质(行为、心理)”的研究范式,对3～9岁儿童的特质稳定性理解发展特点及其与人格特质的相关关系进行考察。
研究一采用个别测查法或问卷法分别对4～5岁的幼儿、7～8岁的小学低年级儿童和20～22 岁的大学生共120 人进行了8 个自编的故事测验,结果发现年幼儿童(幼儿和小学低年级儿童)与大学生成人被试相比对于特质的稳定性持有一种乐观的观点,即积极特质具有较强的稳定性,而消极特质则是可塑变化的。
在研究一方法和结论的基础上,研究二采用改进后的8 个故事测验进一步探讨3～9 岁儿童特质稳定性理解的发展特点,统计结果证实了研究一的结论,并且发现3～9 岁儿童能够较为统一地使用特质引发规则进行特质稳定性推理,但这种推理是不稳定的,其中过程不排除其它因素的干扰;研究还发现3～9岁儿童的特质识别也具有显著的年龄差异和特质性质、类型上的差异,但是特质识别揭示的儿童特质理解水平要高于自由描述法揭示的特质理解水平。
在前两个研究的基础上,研究三旨在考察3～9 岁儿童特质稳定性理解与人格特质的关系。使用t 检验、相关分析和多元回归分析的方法对数据进行分析,结果发现,3～4岁持不同特质观的儿童并未表现出显著的人格差异,而5～9岁持不同特质观的儿童已然开始展现出不同的人格差异;聪慧性特质稳定性理解与认真有恒、攻击反抗、合作尽责和敏感焦虑相关极其显著,认真尽责特质稳定性理解与认真有恒、开朗活泼特质相关显著,同情利他特质稳定性理解与攻击反抗相关极其显著;其中大部分特质稳定性理解都可以用来预测相应人格特质行为表现。
年幼儿童特质稳定性理解超现实的乐观主义对于个体的发展具有重要的生物进化意义,在保护他们的自尊和动机方面扮演了重要的角色,对于解释青春期的无助感和自杀的发生具有一定的意义。同时,我们可以看到个体积极主动的建构过程和外部生态环境系统对于个体发展的影响。另外,个体在特质稳定性理解方面的不同与相应人格特质的行为表现之间的相关和预测关系有力地支持了人格认知流派的理论观点。
Belief about the stability of traits refers to the understanding about whether traits are fixed or malleable, comes from one’s social learning and self-experiences. This belief can be used to help people to analyze one self’s or other people’s behaviors or minds, and deduce their future behaviors, organize or control one self’s reactions. This can be regarded as one of the reasons to explain people’s different behaviors. Under the influence of the researches on theory of mind, this research is to investigate the development of 3-9 years old children’s understanding about the stability of traits and the relations with their personality traits.
Eight short constructed stories in study 1,showed with a set of drawings or on the paper, were used to test 40 children(4-5 years old) from the kinder garden, 40 students(7-8 years old)from elementary school and 40 undergraduate students(20-22 years old)from a normal university as an adult group. The statistic results showed that in predictions on negative traits, all age groups had significant age difference, which didn’t exist in reasoning on positive traits. Young children were optimistic compared with the adult group, which is helpful to their developments and the explanations to children’s depression or helpless in adolescence.
281 young children (3-9 years old) were tested to further the research with the improved stories. The results verified study 1’s conclusions, and also found young children can put trait information into the process about the stability, but which is not stable. The relations between the understanding and personality traits were also studied to show the importance of cognitive factors in the personality system. The results found children at 3-4 years old which had different beliefs about the stability of traits had no significant differences on some traits, but did in children at 5-9 years old. Some ideas about the stability of traits are related to some personality traits through the control of one’s goals and concerns.
研究一采用个别测查法或问卷法分别对4～5岁的幼儿、7～8岁的小学低年级儿童和20～22 岁的大学生共120 人进行了8 个自编的故事测验,结果发现年幼儿童(幼儿和小学低年级儿童)与大学生成人被试相比对于特质的稳定性持有一种乐观的观点,即积极特质具有较强的稳定性,而消极特质则是可塑变化的。
在研究一方法和结论的基础上,研究二采用改进后的8 个故事测验进一步探讨3～9 岁儿童特质稳定性理解的发展特点,统计结果证实了研究一的结论,并且发现3～9 岁儿童能够较为统一地使用特质引发规则进行特质稳定性推理,但这种推理是不稳定的,其中过程不排除其它因素的干扰;研究还发现3～9岁儿童的特质识别也具有显著的年龄差异和特质性质、类型上的差异,但是特质识别揭示的儿童特质理解水平要高于自由描述法揭示的特质理解水平。
在前两个研究的基础上,研究三旨在考察3～9 岁儿童特质稳定性理解与人格特质的关系。使用t 检验、相关分析和多元回归分析的方法对数据进行分析,结果发现,3～4岁持不同特质观的儿童并未表现出显著的人格差异,而5～9岁持不同特质观的儿童已然开始展现出不同的人格差异;聪慧性特质稳定性理解与认真有恒、攻击反抗、合作尽责和敏感焦虑相关极其显著,认真尽责特质稳定性理解与认真有恒、开朗活泼特质相关显著,同情利他特质稳定性理解与攻击反抗相关极其显著;其中大部分特质稳定性理解都可以用来预测相应人格特质行为表现。
年幼儿童特质稳定性理解超现实的乐观主义对于个体的发展具有重要的生物进化意义,在保护他们的自尊和动机方面扮演了重要的角色,对于解释青春期的无助感和自杀的发生具有一定的意义。同时,我们可以看到个体积极主动的建构过程和外部生态环境系统对于个体发展的影响。另外,个体在特质稳定性理解方面的不同与相应人格特质的行为表现之间的相关和预测关系有力地支持了人格认知流派的理论观点。
Belief about the stability of traits refers to the understanding about whether traits are fixed or malleable, comes from one’s social learning and self-experiences. This belief can be used to help people to analyze one self’s or other people’s behaviors or minds, and deduce their future behaviors, organize or control one self’s reactions. This can be regarded as one of the reasons to explain people’s different behaviors. Under the influence of the researches on theory of mind, this research is to investigate the development of 3-9 years old children’s understanding about the stability of traits and the relations with their personality traits.
Eight short constructed stories in study 1,showed with a set of drawings or on the paper, were used to test 40 children(4-5 years old) from the kinder garden, 40 students(7-8 years old)from elementary school and 40 undergraduate students(20-22 years old)from a normal university as an adult group. The statistic results showed that in predictions on negative traits, all age groups had significant age difference, which didn’t exist in reasoning on positive traits. Young children were optimistic compared with the adult group, which is helpful to their developments and the explanations to children’s depression or helpless in adolescence.
281 young children (3-9 years old) were tested to further the research with the improved stories. The results verified study 1’s conclusions, and also found young children can put trait information into the process about the stability, but which is not stable. The relations between the understanding and personality traits were also studied to show the importance of cognitive factors in the personality system. The results found children at 3-4 years old which had different beliefs about the stability of traits had no significant differences on some traits, but did in children at 5-9 years old. Some ideas about the stability of traits are related to some personality traits through the control of one’s goals and concerns.
引文
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9 Heider F. The psychology of interpersonal relations〔M〕. New York: Wiley,1958
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11 崔诣晨.内隐人格观对社会信息加工模式的影响.西北师范大学硕士学位论文,2004
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2 珀文L A著,周榕等译,黄希庭审校.人格科学〔M〕.华东师范大学出版社(上海),2001年8 月版
3 叶浩生主编.心理学理论精粹〔M〕.福建教育出版社(厦门),2000 年版
4 Pervin L A 等主编,黄希庭主译.人格手册:理论与研究〔M〕. 华东师范大学出版社(上海),2003 年12 月版
5 于松梅,杨丽珠.米契尔认知情感的个性系统理论述评〔J〕.心理科学进展,2003,11(2):197-201
6 王桂琴,方格,毕鸿燕,杨小冬.儿童心理理论的研究进展〔J〕.心理学动态,2001,9(2):129-135
7 Karafantis D M,Levy S R . The role of children’s lay theories about the malleability of human attributes in beliefs about and volunteering for disadvantaged groups〔J〕.Child Development,2004,75(1):236-250
8 Kelly G A. The psychology of personal constructs. New York: Norton,1955
9 Heider F. The psychology of interpersonal relations〔M〕. New York: Wiley,1958
10 王墨耘、傅小兰.内隐人格理论的实体论—渐变论纬度研究述评〔J〕.心理科学进展,2003,11(2):153-159
11 崔诣晨.内隐人格观对社会信息加工模式的影响.西北师范大学硕士学位论文,2004
12 Dweck C S,Hong C. Implicit theories and their role in judgments and reaction:a world from two perspectives〔J〕.Psychological Inquiry,1995,6:267-285
13 Levy S R,Plaks J E,Dweck C S. Modes of social thought : Implicit theories and social understanding 〔M〕. In: Chaiken S,Trope Y,ed. Dual Process Theories in Social Psychology. NY: Guilford Press,1999,179-202
14 Dweck C S. Self-theory: Their Role in Motivation,Personality and Development〔M〕. Philadelphia, PA, US: Psychology Press, 1999
15 Dweck C S,Hong C. Implicit theories: elaboration and extension of the model〔J〕. Psychological Inquiry, 1995, 6: 322-333
16 Piaget J, Garcia R. Psychogenesis and the history of the sciences〔M〕. Pairs: Flamarion, 1989
17 Yuill N. Understanding of Personality and Disposition〔M〕. In: Bennett M ed. The Child as Psychologist: An introduction to the development of social cognition. New York: Harvester Wheatsheaf, 1993. 87-110
18 Solomon G E, Johnson S C, Zaitchik D,et al. Like Father, Like Son: Young Children’s Understanding of How and Why Children Resemble Their Parents〔J〕. Child Development, 1996, 67: 151-171
19 Taylor M G. The Development of Children’s beliefs about social and biological aspects of gender differences〔J〕. Child Development, 1996, 67: 1555-1571
20 Springer K. Young Children’s Understanding of a Biological Basis of Parent-offspring Relation〔J〕. Child Development, 1996, 67: 2841-2856
21 Bretherton I, Beeghly M. Talking about Internal States: The Acquisition of an Explicit Theory of Mind〔J〕. Developmental Psychology, 1982, 18: 906-921
22 Ridgeway D, Waters E, Kuczaj S A. Acquisition of Emotion-Descriptive Language: Receptive and Productive Vocabulary Norms for Age 18 Months to 6 Years〔J〕. Developmental Psychology, 1985, 21: 901-908
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24 Gnepp J, Chilamkurti C. Childrens Use of Personality Attributions to Predict Other Peoples Emotional and Behavioral Reactions〔J〕. Child Development, 1988, 59: 743~754
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