不同依恋风格大学生对情绪信息的注意偏向及其教育意义
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摘要
依恋是人类长期生物进化的结果,是人类生存与适应的重要方式。基于个体的依恋经历而形成的内部工作模型引导着个体在社会关系中的认知、情感和行为。内部工作模型被看做是个体依恋风格的内化。随着社会认知研究范式引入成人依恋的研究领域,研究者对不同依恋风格个体的心理特征尤其是个体在认知、情绪过程中的心理特点及其差异越来越关注,并且取得了大量的研究成果。同时发现,关于内部工作模式起作用的机制研究还处于起步阶段。
本研究借助快速序列视觉呈现实验,安排应激激活与非激活依恋系统两种条件,探讨了不同依恋风格大学生对依恋相关性情绪信息(亲近性词语和疏远性词语)、一般情绪信息(一般积极词和一般消极词)以及中性信息的注意偏向的差异,并结合不同依恋风格个体社会支持情况进行分析,得出以下结论：
1.两种条件下,个体均表现出了显著的AB效应。个体对于依恋相关情绪信息具有高敏感性。对亲近性词语、疏远性词语这两类依恋相关的情绪信息表现出显著的注意偏向,AB效应在目标词为中性词时最为明显,亲近性和疏远性词语最弱。
2.应激情境下,个体依恋系统的激活会提高对于依恋相关信息的注意水平,增加其敏感性；而非应激情境下,不存在这一状况。
3.不同依恋风格个体,对于各种情绪类型词语均表现出了显著的AB效应。亲近性、疏远性这两种依恋相关词语报告正确率显著高于一般积极词和一般消极词,而中性词最低。
4.不同依恋风格个体在客观支持上差异不显著,但在主观支持上,安全型依恋的个体显著优于非安全型依恋的个体。
结合研究结果和当前教育实际,提出了教育应多用正性的依恋信息替代负性依恋信息；依据学生的依恋风格特点以及依恋系统的激活状况,提供客观的情感支持以增加教育的针对性。
Attachment is an important mode of adaptation and survival, and it is the result of human evolution as well. The internal working models, which are formed on the base of the individual's attachment history, direct the cognitive, the affect, and the behavior of the individual in relational context. It is seen as the internalization of attachment styles. With the introduction of social cognitive paradigms into the field of adult attachment research, there is growing concern about the individual differences during the cognitive process between different attachment styles. While the research on the mechanism that the internal working models study is still at a start level.
Using positive words, proximity words, distance words, negative words, neutral words as target, and this research is conducted to test the attention bias of emotional information between people with different attachment styles with the condition of RSVP paradigm. This study also combines different attachment styles of individual social support, contact the family and school education, the actual conduct of a comprehensive analysis of the following conclusions:
1. Individuals show significant AB effect not only in stress situations but also in no-stress situations. And individuals show high sensitivity with the information related to attachment.
The AB effect of neutral words is the strongest, the effect of negative words and positive words is weaker, the weakest is the effect of proximity words and distance words.
2. Under the stress situations, the individual attachment system activation will increase the sensitivity of attachment about the attention of relevant information.
3. Every kinds of attachment style show significant AB effect on every kind of target words. The AB effect of neutral words is the strongest; the effect of negative words and positive words is weaker. The weakest is the effect of proximity words and distance words.
4. There is no significant differences on attachment styles of different individuals in an objective support, but in the subjective support for secure attachment ones is significantly higher than the non-secure attachment ones.
By combining the research result and educational practice together, this research also puts forward some suggestions. During education process positive attachment related information should supersede negative attachment related information. Providing objective emotional support based on student attachment style and the activation situation of attachment system, in order to increase the relevance of education.
本研究借助快速序列视觉呈现实验,安排应激激活与非激活依恋系统两种条件,探讨了不同依恋风格大学生对依恋相关性情绪信息(亲近性词语和疏远性词语)、一般情绪信息(一般积极词和一般消极词)以及中性信息的注意偏向的差异,并结合不同依恋风格个体社会支持情况进行分析,得出以下结论：
1.两种条件下,个体均表现出了显著的AB效应。个体对于依恋相关情绪信息具有高敏感性。对亲近性词语、疏远性词语这两类依恋相关的情绪信息表现出显著的注意偏向,AB效应在目标词为中性词时最为明显,亲近性和疏远性词语最弱。
2.应激情境下,个体依恋系统的激活会提高对于依恋相关信息的注意水平,增加其敏感性；而非应激情境下,不存在这一状况。
3.不同依恋风格个体,对于各种情绪类型词语均表现出了显著的AB效应。亲近性、疏远性这两种依恋相关词语报告正确率显著高于一般积极词和一般消极词,而中性词最低。
4.不同依恋风格个体在客观支持上差异不显著,但在主观支持上,安全型依恋的个体显著优于非安全型依恋的个体。
结合研究结果和当前教育实际,提出了教育应多用正性的依恋信息替代负性依恋信息；依据学生的依恋风格特点以及依恋系统的激活状况,提供客观的情感支持以增加教育的针对性。
Attachment is an important mode of adaptation and survival, and it is the result of human evolution as well. The internal working models, which are formed on the base of the individual's attachment history, direct the cognitive, the affect, and the behavior of the individual in relational context. It is seen as the internalization of attachment styles. With the introduction of social cognitive paradigms into the field of adult attachment research, there is growing concern about the individual differences during the cognitive process between different attachment styles. While the research on the mechanism that the internal working models study is still at a start level.
Using positive words, proximity words, distance words, negative words, neutral words as target, and this research is conducted to test the attention bias of emotional information between people with different attachment styles with the condition of RSVP paradigm. This study also combines different attachment styles of individual social support, contact the family and school education, the actual conduct of a comprehensive analysis of the following conclusions:
1. Individuals show significant AB effect not only in stress situations but also in no-stress situations. And individuals show high sensitivity with the information related to attachment.
The AB effect of neutral words is the strongest, the effect of negative words and positive words is weaker, the weakest is the effect of proximity words and distance words.
2. Under the stress situations, the individual attachment system activation will increase the sensitivity of attachment about the attention of relevant information.
3. Every kinds of attachment style show significant AB effect on every kind of target words. The AB effect of neutral words is the strongest; the effect of negative words and positive words is weaker. The weakest is the effect of proximity words and distance words.
4. There is no significant differences on attachment styles of different individuals in an objective support, but in the subjective support for secure attachment ones is significantly higher than the non-secure attachment ones.
By combining the research result and educational practice together, this research also puts forward some suggestions. During education process positive attachment related information should supersede negative attachment related information. Providing objective emotional support based on student attachment style and the activation situation of attachment system, in order to increase the relevance of education.
引文
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①吴薇莉,简渝嘉,方莉.成人依恋研究.四川大学学报,2004,132(3)：131-134
② Bowlby, J. The making and breaking of affectional bonds.'British Journal of Psychology,1977,130:201-210
①杨叶.阈下恐惧启动与成人依恋对象心理表征通达性的关系.首都师范大学硕士论文,2007,7
② Mario Mikulincer, Phillip R. Shaver, Dana Pereg. Attachment Theorty and Affect Regualtion:The Dynamics, Development, and Cognitive Consequences of Attachment-Related Strategies. Motivation and Emotion,2003,27(2): 77-101
③ Mario Mikulincer, Phillip R Shaver. Attachment Theory and Intergroup Bias:Evidence That Priming the Secure Base Schema Attenuates Negative Reactions to Out-Groups. Journal of Personality and Social Psychology,2001,31 (1): 97-115
① Crowell J A, Treboux D. A review of adult attachment measures:Implications for theory and research. Social Development,1995,4:294-327
②王争艳,刘迎泽,杨叶.依恋内部工作模式的研究概述及探讨.心理科学进展,2005,13(5):629-639
① Shaver P R, Miculincer M. Attachment-Related Psychodynamics. Attachment and Human Development,2002, 4:133-161
②王争艳,刘迎泽,杨叶.依恋内部工作模式的研究概述及探讨.心理科学进展,2005,13(5):629-639
①吴薇莉,方莉.成人依恋测量研究.中国临床心理学杂志,2004,12(2):217-220
②汪斌.对大学生依恋表征意识和无意识一致性的研究.首都师范大学硕士论文.2008,5：12
③王小妍,郭永玉.成年期的依恋与探索.心理学探新,2008,28(105):82-87
① Dewitte, M., De Houwer. J. Koster, E. H. W.,& Buysse, A. What's in a name: Attachment-related attentional bias. Emotion,2007,7:535-545
② Dewitte, M., Koster, E. H. W., De Houwer, J.,& Buysse, A. Attentive processing ofthreal and adult attachment: a dot-probe study De Houwer, J. Koster, E. H. W.,& Buysse, A. Behavior Research and Therapy,2007, 45:1307-1317
①王争艳,刘迎泽,杨叶.依恋内部工作模式的研究概述及探讨.心理科学进展,2005,13(5):629-63
②王争艳,刘迎泽,杨叶.依恋内部工作模式的研究概述及探讨.心理科学进展,2005,13(5):629-639
① Weinfield N S, Sroufe L A, Egleind B. Attachment from infancy to early adulthood in high-risk sample: continuity, discontinuity, and their correlates. Child Development,2000,71:695-702
①汪斌.对大学生依恋表征意识和无意识一致性的研究.首都师范大学硕士论文,2008.5：19
①梁三才,游旭群,霍涌泉.注意瞬脱对视觉空间关系判断的影响.心理科学,2006,29(4):963-966
②郑希付.不同情绪模式图片的和词语刺激启动的时间效应.心理学报,2004,36(5):545-549
③杜峰,张侃,葛列众.刺激持续时间对注意瞬脱影响的实验分离现象.心理学报,2004,36(2):145-153
①汪向东,王希林,马弘.心理卫生评定量表手册(1999年增订版).1999,127-131
②汪向东,王希林,马弘.心理卫生评定量表手册(1999年增订版).1999,131-133
① Shapiro K L, Amell K M, Raymond J E. The attentional blink. Trends in Cognitive Sciences,1997,1:291-296
②杜峰,张侃,葛列众.刺激持续时间对注意瞬脱影响的实验分离现象.心理学报,2004,36(2)：145-153
③ Keil A, Ihssen N. Identification Facilitation for Emotionally Arousing Verbs During the Attentional Blink. Emotion, 2004,4:2-35
① Pietromonaco P R, Barrett L F., The internal working models concept:What do we really know about the self in relation to others? Review of General Psychology,2000,4(2):155-175
②白云,吴思思,陆祖宏,钟萍,李雪松.依恋性情绪信息对成人依恋系统的激活——ERP研究.东南大学学报(医学版),2009,28(4)：341-345
① Simpson J A, Rholes W S, Nelligan J S. Support Seeking and Support Giving Within Couples in an Anxiety-Provoking Situation:The Role of Attachment Styles. Journal of Pesonality and Social Psychology,1992, 62(3):434-446
② Fraley R C, Shaver P R. Airport separations:A naturalistic study of adult attachment dynamics in separating couples.. Journal of Personality and Social Psychology,1998,75(5):1198-1212
③ Grau I, Doll J. Effects of Attachment Styles on the Experience of Equity in Heterosexual Couples Relationships. Experimental Psychology,2003,50(4):298-310
①刘琴,周世杰,杨红君,楚艳民,刘利.青少年依恋状况及其与父母教养方式的关系.中国临床心理学杂志,2009,17(5)：615-617
[2]Bowlby,J. The making and breaking of effectional bonds[J]. British Journal of Psychology,1977,130:201-210
[3]Bradley B P, Mogg K, Lee, Stacey C. Attentional biases for negative information in induced and naturally occurring dysphoria[J]. Behaviour Research and Therapy,1997,35:911-927
[4]Crowell J A, Treboux D. A review of adult attachment measures:Implications for theory and research [J]. Social Development,1995,4:294-327
[5]Dewitte,M.,De Houwer,J. Koster,E. H. W.,& Buysse,A. What's in a name: Attachment-related attentional bias. Emotion,2007,7:535-545
[6]Dewitte,M.,Koster,E. H. W.,De Houwer,J.,& Buysse,A. Attentive processing of threal and adult attachment:a dot-probe study De Houwer,J. Koster,E. H. W.,& Buysse,A. Behavior Research and Therapy,2007,45:1307-1317
[7]Folk C L, Remington R W, Johnston J C. Involuntary covert orienting is contingent on attentional control setting. Journal[J] of Experimental Psychology:Human Perception and Performance,1992,18:1030-1044
[8]Keil A,Jhssen N. Identification Facilitation for Emotionally Arousing Verbs During the Attentional Blink[J]. Emotion,2004,4:2-35
[9]Kimron L. Shapiro, Karen M. Arnell, Jane E. Raymond. The attentional blink[J]. Trends in Cognitive Sciences,1997,8:291-296
[10]Mario Mikulincer, Phillip R Shaver. Attachment Theory and Intergroup Bias: Evidence That Priming the Secure Base Schema Attenuates Negative Reactions to Out-Groups [J]. Journal of Personality and Social Psychology,2001,31(1):97-115
[11]Pietromonaco P R, Barrett L F. The internal working models concept:What do we really know about the self in relation to others? [J]Review of General Psychology, 2000,4:155-175
[12]Shapiro K L,Amell K M,Raymond J E. The attentional blink[J]. Trends in Cognitive Sciences,1997,1:291-296
[13]Shaver P R, Miculincer M. Attachment-Related Psychodynamics[J]. Attachment and Human Development,2002,4:133-161
[14]Vuilleumier P. Facial expression and selective attention[J]. Current Opinion in Psychiatry,2002,15:291-300
[15]Weinfield,N. S.,Sroufe,L. A.,Egleind,B. Attachment from infancy to early adulthood in high-risk sample:continuity, discontinuity, and their correlates [J]. Child Development,2000,71:695-702
[16]白云,吴思思,陆祖宏,钟萍,李雪松.依恋性情绪信息对成人依恋系统的激活——ERP研究[J].东南大学学报(医学版),2009,28(4)：341-345
[17]杜峰,张侃,葛列众.刺激持续时间对注意瞬脱影响的实验分离现象[J].心理学报,2004,36(2)：145-153
[18]蒋重清,杨丽珠.情绪启动研究[J].心理科学,2005,,28(2)：321-323
[19]李同归,加藤和生.成人依恋的测量：亲密关系经历量表(ECR)中文版[J].心理学报,2006,38(3)：399-406
[20]李永瑞,梁承谋.注意瞬脱现象及其理论解释[J].心理学动态,2001,9(1):5-11
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