认知加工偏向下工读学校学生攻击性研究
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摘要
攻击性研究一直是社会的热点,可以说,攻击性与人类相伴生。由于攻击的危害性,人们试图从各个方面进行解释,研究不同类型、不同人群的攻击特点,探求其内在机制,以期对攻击进行预防、控制和干预。目前,研究者关注于攻击性的社会认知,表现在注意、记忆和解释加工三个方面,研究攻击性行为产生与维持的内在认知机制。本研究从认知加工偏向的角度,借助于攻击性社会认知理论和认知加工偏向研究范式,对工读学校学生的攻击性进行研究,探讨其攻击性在注意、记忆和解释加工特点,以促进和指导发展工读学校学生攻击性的预防与干预项目。
本研究在梳理文献的基础上,首先通过情绪Stroop、点探测、加工分离程序和再认记忆任务四个实验对工读学校学生的攻击性进行测量,探讨工读学校学生对攻击相关的信息的注意、记忆和解释加工特征；通过攻击性的内隐外显性测量,并对攻击性在注意、记忆和解释加工之间关系的分析,进一步研究认知加工偏向方法所测攻击性的性质。基于此,通过评价性条件反射技术探讨工读学校学生攻击性的稳定性。通过与普通学校学生的比较,研究工读学校学生攻击性的差异性,分析工读学校学生攻击性年级、性别特征。考察工读学校学生自我特征如人格、自我概念和自我控制对其攻击性的影响。通过上述这些研究提出工读学校学生攻击性干预建议。
本研究的主要结论有：
(1)工读学校学生对攻击相关的信息存在注意、记忆和解释加工偏向；在此基础上,通过工读学校学生攻击性内隐外显性测量,证明了认知加工偏向研究范式测量的攻击性更多的是反映内隐性；通过攻击性在注意、记忆和解释加工之间的相关分析和结构分析,进一步说明了认知加工偏向范式测量的攻击性具有更多的无意识成分。
(2)通过阈下评价性条件反射技术,一定程度上影响了工读学校学生对攻击相关信息的加工,但效应不显著,可能反映了测量工具与阈下评价性条件反射技术之间作用与性质的影响。
(3)通过认知加工偏向研究范式,研究发现,工读学校学生与普通学校学生对攻击相关信息的注意、记忆和解释加工上存在差异,工读学校学生在这三个方面均表现出比普通学校学生更加偏好攻击相关的信息；工读学校学生年级之间、性别之间的差异在不同认知加工上表现不同。
(4)通过人格、自我概念和自我控制三个主要与工读学校学生社会化有密切关系的测量与分析表明,自我控制与工读学校学生对攻击相关信息的注意加工有关,可以部分地预测工读学校学生对攻击相关信息的注意加工,自我概念、自我控制可以部分地共同预测工读学校学生对攻击相关信息的记忆加工,而人格、自我概念和自我控制可以部分地共同预测工读学校学生对攻击相关信息的解释加工。
The researches on aggression are always the focus of our society because the human being is born with aggression. As for the danger of aggression, researchers tried to explain the aggression from different aspects. Studying aggression characteristics of different types and people and its internal mechanism are aiming to prevent, control and intervene the aggression. Recently, researchers pay attention to social cognition of aggression, which focuses on attention, memory and interpretation in the cognitive process and to analyze the formation and maintenance of aggression from the inherent mechanism of cognition. In this thesis, from the perspective of cognitive processing bias and by means of theory of social cognition and paradigm of cognitive processing bias, aggression of Gong-du schools students from Shanghai are explored on processing characteristic of attention, memory and interpretation in order to promote and guide the development of prevention and intervention program on aggression of Gong-du school student.
According to combing the literature, first, aggression of Gong-du schools students are measured by Emotion Stroop, Dot-probe, Process-Dissociation Procedure and Recognitions memory task, and explored on processing characteristic of attention, memory and interpretation for information related with aggression. The nature of aggressive measured through method of cognitive processing bias is further studied by measuring implicit and explicit of aggression and analyzing aggression in the relationship between attention, memory and interpretation processing. Based on this, the stability of aggression of Gong-du schools students is studied through the Evaluative Conditioning. The differences of aggression of Gong-du schools students is studied by comparing with the ordinary school students, and then the characteristics of grade and gender are analyzed. It is researched what aggression of Gong-du schools students is influenced by their self-characteristics such as personality, self-concept and self-control. Through these studies, it is put forward suggestion on how aggression of Gong-du schools students are intervened.
The main findings of the study include:
(1) Gong-du schools students have the cognitive processing bias in the attention, memory and interpretation of the information related with aggression; based on measuring implicit and explicit of aggression, the implicit aggression is mainly reflected on Gong-du schools students' aggression measured by means of cognitive processing bias; based on the correlation analysis and structural analysis on aggression performance between attention, memory and interpretation processing, more unconscious components are reflected on the aggression measured by the paradigm of cognitive processing bias.
(2) The processing of the information related with aggression of Gong-du schools students is affected by the Evaluative Conditioning, but the effect is not significant. The reason should be the interaction of measurements and the Evaluative Conditioning.
(3) There are differences between Gong-du schools students and normal schools students in attention, memory and interpretation of the information related with aggression, and Gong-du schools students have a tendency of preference for the information related with aggression; Gong-du schools students with different grades and genders have different performance in the cognitive processing.
(4) Based on the measurement and analysis on the personality, self-concept and self-control, self-control is related with the attention on the information related with aggression of Gong-du schools students and can partly forecast the attention processing of the information related with aggression; self-concept and self-control can partly and jointly forecast the memory processing of the information related with aggression; personality, self-concept and self-control can partly and jointly forecast the interpretation processing the information related with aggression.
本研究在梳理文献的基础上,首先通过情绪Stroop、点探测、加工分离程序和再认记忆任务四个实验对工读学校学生的攻击性进行测量,探讨工读学校学生对攻击相关的信息的注意、记忆和解释加工特征；通过攻击性的内隐外显性测量,并对攻击性在注意、记忆和解释加工之间关系的分析,进一步研究认知加工偏向方法所测攻击性的性质。基于此,通过评价性条件反射技术探讨工读学校学生攻击性的稳定性。通过与普通学校学生的比较,研究工读学校学生攻击性的差异性,分析工读学校学生攻击性年级、性别特征。考察工读学校学生自我特征如人格、自我概念和自我控制对其攻击性的影响。通过上述这些研究提出工读学校学生攻击性干预建议。
本研究的主要结论有：
(1)工读学校学生对攻击相关的信息存在注意、记忆和解释加工偏向；在此基础上,通过工读学校学生攻击性内隐外显性测量,证明了认知加工偏向研究范式测量的攻击性更多的是反映内隐性；通过攻击性在注意、记忆和解释加工之间的相关分析和结构分析,进一步说明了认知加工偏向范式测量的攻击性具有更多的无意识成分。
(2)通过阈下评价性条件反射技术,一定程度上影响了工读学校学生对攻击相关信息的加工,但效应不显著,可能反映了测量工具与阈下评价性条件反射技术之间作用与性质的影响。
(3)通过认知加工偏向研究范式,研究发现,工读学校学生与普通学校学生对攻击相关信息的注意、记忆和解释加工上存在差异,工读学校学生在这三个方面均表现出比普通学校学生更加偏好攻击相关的信息；工读学校学生年级之间、性别之间的差异在不同认知加工上表现不同。
(4)通过人格、自我概念和自我控制三个主要与工读学校学生社会化有密切关系的测量与分析表明,自我控制与工读学校学生对攻击相关信息的注意加工有关,可以部分地预测工读学校学生对攻击相关信息的注意加工,自我概念、自我控制可以部分地共同预测工读学校学生对攻击相关信息的记忆加工,而人格、自我概念和自我控制可以部分地共同预测工读学校学生对攻击相关信息的解释加工。
The researches on aggression are always the focus of our society because the human being is born with aggression. As for the danger of aggression, researchers tried to explain the aggression from different aspects. Studying aggression characteristics of different types and people and its internal mechanism are aiming to prevent, control and intervene the aggression. Recently, researchers pay attention to social cognition of aggression, which focuses on attention, memory and interpretation in the cognitive process and to analyze the formation and maintenance of aggression from the inherent mechanism of cognition. In this thesis, from the perspective of cognitive processing bias and by means of theory of social cognition and paradigm of cognitive processing bias, aggression of Gong-du schools students from Shanghai are explored on processing characteristic of attention, memory and interpretation in order to promote and guide the development of prevention and intervention program on aggression of Gong-du school student.
According to combing the literature, first, aggression of Gong-du schools students are measured by Emotion Stroop, Dot-probe, Process-Dissociation Procedure and Recognitions memory task, and explored on processing characteristic of attention, memory and interpretation for information related with aggression. The nature of aggressive measured through method of cognitive processing bias is further studied by measuring implicit and explicit of aggression and analyzing aggression in the relationship between attention, memory and interpretation processing. Based on this, the stability of aggression of Gong-du schools students is studied through the Evaluative Conditioning. The differences of aggression of Gong-du schools students is studied by comparing with the ordinary school students, and then the characteristics of grade and gender are analyzed. It is researched what aggression of Gong-du schools students is influenced by their self-characteristics such as personality, self-concept and self-control. Through these studies, it is put forward suggestion on how aggression of Gong-du schools students are intervened.
The main findings of the study include:
(1) Gong-du schools students have the cognitive processing bias in the attention, memory and interpretation of the information related with aggression; based on measuring implicit and explicit of aggression, the implicit aggression is mainly reflected on Gong-du schools students' aggression measured by means of cognitive processing bias; based on the correlation analysis and structural analysis on aggression performance between attention, memory and interpretation processing, more unconscious components are reflected on the aggression measured by the paradigm of cognitive processing bias.
(2) The processing of the information related with aggression of Gong-du schools students is affected by the Evaluative Conditioning, but the effect is not significant. The reason should be the interaction of measurements and the Evaluative Conditioning.
(3) There are differences between Gong-du schools students and normal schools students in attention, memory and interpretation of the information related with aggression, and Gong-du schools students have a tendency of preference for the information related with aggression; Gong-du schools students with different grades and genders have different performance in the cognitive processing.
(4) Based on the measurement and analysis on the personality, self-concept and self-control, self-control is related with the attention on the information related with aggression of Gong-du schools students and can partly forecast the attention processing of the information related with aggression; self-concept and self-control can partly and jointly forecast the memory processing of the information related with aggression; personality, self-concept and self-control can partly and jointly forecast the interpretation processing the information related with aggression.
引文
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1 即个体对威胁性词与中性词颜色命名的反应时之差。ESI与被试命名威胁性词颜色所出现的干扰效应成正比,比值越大,注意偏向效应越显著。是关于注意偏向的一个情绪Stroop指标,可用来解释个体对威胁性刺激注意偏向的干预效应。
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1 Pierre Karli. The neurobiology of aggressive behaviour[J]. Comptes Rendus Biologies,2006,329:460-464.
2 DeBlaere, Deanna M. A grounded theory exploration of parent-to-child verbal aggression and development of an integrative theoretical model for understanding recipient impact. Dissertation Abstracts International, Volume: 70-01, Section:B, page:0688. Alliant International University, San Diego. Psy.D.2009.
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1 Hopfinger J B, et al. The neural mechanisms of top-down attentional control[J]. Nature Neuroscience,2000,3: 284-291.
1 即个体对威胁性词与中性词颜色命名的反应时之差。ESI与被试命名威胁性词颜色所出现的干扰效应成正比,比值越大,注意偏向效应越显著。是关于注意偏向的一个情绪Stroop指标,可用来解释个体对威胁性刺激注意偏向的干预效应。
2 通常用于测查注意资源的空间分配特点。Posner M I, Synder C R, & Davidson B J. Attention and the detection of signals[J]. Journal of Experimental Psychology:General,1980,109:160-174.
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2 Han-Joo Lee, Michael J. Telch. Attentional biases in social anxiety:An investigation using the inattentional blindness paradigm[J]. Behaviour Research and Therapy,2008,46:819-835.
3 彭晓哲,周晓林.情绪信息与注意偏向[J].心理科学进展,2005,13(4)：492.
1 Josh M. Cisler, Barry J. Ries, Robert L. Wider Jr. Examining information processing biases in spider phobia using the rapid serial visual presentation paradigm[J]. Journal of Anxiety Disorders,2007,21:977-990.
1 Johan Verwoerd, Ineke Wessel and Peter J. de Jong. Attentional Bias for Trauma-Film Reminders:Towards a Laboratory Analogue for Studying the Role of Attention in the Persistence of Intrusive Memories[J]. Applied Cognitive Psychology,2010,24:425-436.
1 Kristin Mitte.Memory Bias for Threatening Information in Anxiety and Anxiety Disorders:A Meta-Analytic Review[J]. Psychological Bulletin,2008,134(6):886-911.
1 Roger Ratcliff, Gail McKoon, and Marjolein Verwoerd. A Bias Interpretation of Facilitation in Perceptual Identification[J]. Learning, Memory, and Cognition,1989,15(3):378-387.
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2 Chantal Berna,Tamara J. Lang,Guy M. Goodwin,Emily A. Holmes. Developing a measure of interpretation bias for depressed mood:An ambiguous scenarios test[J]. Personality and Individual Differences,2011,51:349-354.
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