大学生智慧内隐认知的实验研究

摘要/Abstract

摘要： 以55名大学生为被试,采用内隐联想测验(IAT)和单类内隐联想测验(SC-IAT)测量被试对智慧的内隐认知.实验1中,被试对人慧者与良好道德人文素质属性词联结以及物慧者与良好智力思维素质属性词联结的反应速度更快,表明大学生存在人慧者更具备良好道德人文素质和物慧者更具备良好智力思维素质的内隐认知取向;实验2中,被试对智慧者与良好德智属性词联结比愚蠢者与良好德智属性词联结的反应速度更快,表明大学生存在智慧者更兼备良好道德人文素质与良好智力思维素质的内隐认知取向.两项实验中,被试智慧内隐认知效应的性别与专业差异显著.综合两项实验表明,智慧是良好道德人文素质与良好智力思维素质的有机结合;学习与经验影响大学生对智慧的内隐认知.

关键词: 智慧, 智慧者, 智力, 道德, 内隐联想测验

Abstract: In order to explore college students' implicit cognition of wisdom, 55 colleges students were selected as participants in the experiments of Implicit Association Test (IAT) and Single Category Implicit Association Test (SC-IAT). In experiment 1, participants reacted quickly when human wise people were associated with words indicating good morality and humane quality and natural wise people were associated with words indicating high intelligence; it proved that participants had the implicit cognitive construction of "human wise people have good moral-humane quality and natural wise people have high intelligence". In experiment 2, participants reacted more quickly when words indicating good morality and high intelligence were associated with wise people than when they were associated with foolish people; it proved that participants had the implicit cognitive construction of "the wise people possess good moral- humane quality as well as high intelligence". And the implicit cognitive effect of participants with different gender and major showed significantly difference in two experiments. In all, the two experiments revealed that wisdom is the integration of good moral - humane quality and high intelligence; meanwhile, college students' learning and experience affect their implicit cognition of wisdom.

Key words: wisdom, the wise people, intelligence, morality, Implicit Association Test (IAT)

中图分类号:

B844.3

陈浩彬, 汪凤炎. 大学生智慧内隐认知的实验研究[J]. 心理发展与教育, 2014, 30(4): 363-370.

CHEN Hao-bin, WANG Feng-yan. The Experimental Research on College Students' Implicit Cognition of Wisdom[J]. Psychological Development and Education, 2014, 30(4): 363-370.

参考文献

Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25(3), 275-324.

Ardelt, M. (2008). Being wise at any age. In S. J. Lopez (Ed.), Positive psychology: Exploring the best in people. Volume 1: Discovering human strengths (pp. 81-108). Westport, CT: Praeger.

Ardelt, M., & Oh, H. H. (2010). Wisdom: Definition, assessment, and its relation to successful cognitive and emotional aging. In D. Jeste, & C. Depp (Eds.), Successful cognitive and emotional aging (pp. 87-113). Washington, DC: American Psychiatric Publishing.

Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55(1), 122-136.

Clayton, V., & Birren, J. E. (1980). The development of wisdom across the life-span: A reexamination of an ancient topic. In P. B. Baltes & O. G. Brim (Eds.), Lifespan development and behavior (Vol. 3, pp. 103-135). New York: Academic.

Farnham, S. D., Greenwald, A. G., & Banaji, M. R. (1999). Implicit self-esteem. In: Abrams, Dominic, Hogg, & Michael A.(Eds.), Social Identity and Social Cognition. Blackwell Publishers Inc.

Glück, J., & Bluck, S. (2011). Laypeople's conceptions of wisdom and its development: Cognitive and integrative views. The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 66, 321-324.

Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitude, self-esteem, and stereotypes. Psychological Review, 102(1), 4-27.

Greenwald, A. G., & Farnham, S. D. (2000). Using the implicit association test to measure self-esteem and self-concept. Journal of Personality and Social Psychology, 79(6), 1022-1038.

Greenwald, A. G., McGhee, E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74(5), 181-198.

Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003). Understanding and using the implicit association test: An improved scoring algorithm. Journal of Personality and Social Psychology, 85(2), 197-216.

Holliday, S. G., & Chandler, M. J. (1986).Wisdom: Explorations in adult competence. Basel, Switzerland: Karger.

Karpinski, A., & Steinman, R. B. (2006). The single category implicit association test as a measure of implicit social cognition. Journal of Personality and Social Psychology, 91(1), 16-32.

Kawakami, K., Young, H., & Dovidio, J. F. (2002). Automatic stereotyping: Category, trait, and behavioral activations. Personality and Social Psychology, 28(1), 3-15.

Maass, A., Montalcini, F., & Biciotti. (1998). On the (dis-)confirmability of stereotypic attributes. European Journal of Social Psychology, 28(3), 383-402.

Paulhus, D. L., Wehr, P., Harms, P. D., & Strasser, D. I. (2002). Use of exemplar surveys to reveal implicit types of intelligence. Personality and Social Psychology Bulletin, 28, 1053.

Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3), 607-627.

Sternberg, R. J. (2004). Why smart people can be so foolish. European Psychologist, 9(3), 145-150.

Sjöberg, L. (2004). Commentaries on Robert J. Sternberg's "Why smart people can be so foolish" European Psychologist, 9(3), 151-153.

Takayama, M. (2002). The concept of wisdom and wise people in Japan. Unpublished doctoral dissertation, Tokyo University, Japan.

Wang, F. Y., & Zheng, H. (2012). A new theory of wisdom: Integrating intelligence and morality, Psychology Research, 2(1), 64-75.

Yang, S. Y. (2001). Conceptions of wisdom among Taiwanese Chinese. Journal of Cross-Cultural Psychology, 32(6), 662-680.

蔡华俭. (2003a). 内隐自尊效应及内隐自尊与外显自尊的关系. 心理学报, 35(6), 796-801.

蔡华俭. (2003b). Greenwald提出的内隐联想测验介绍. 心理科学进展, 11(3). 339-344.

陈浩彬, 汪凤炎. (2013). 智慧: 结构、类型、测量及与相关变量的关系. 心理科学进展, 21(1), 108-117.

耿晓伟, 郑全全. (2005). 中国文化中自尊结构的内隐社会认知研究. 心理科学, 28(2), 379-382.

侯祎. (2009). 大学生智慧的内隐理论研究. 博士学位论文, 南京师范大学.

侯祎. (2011). 谁是大学生眼中的智者－大学生提名智慧者研究. 中国青年研究, (1), 82-86.

马芳, 梁宁建. (2008). 数学性别刻板印象的内隐联想测验研究. 心理科学, 31(1), 35-39.

汪凤炎, 王立皓, 郑红, 黄雨田. (2011). 智慧的德才兼备理论: 两项实证研究. 第37届国际道德教育会议论文.

汪凤炎, 郑红. (2013). 中国文化心理学(增订本) (pp. 380-395). 广州: 暨南大学出版社.

王立皓. (2011). 中德大学生智慧隐含理论的跨文化研究, 博士学位论文, 南京师范大学.

杨治良, 邹庆宇. (2007). 内隐地域刻板印象的IAT和SEB比较研究. 心理科学, 30(6), 1314-1320.

张卫东, 董海涛. (2003). 都市人智慧隐含理论的初步调查. 心理科学, 26(3), 419-423.

相关文章 15

[1]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[2]	田惠东, 张玉红, 孙昊翔, 李瑛, 哈尼夏. 师生关系对智力障碍学生同伴交往能力的影响：有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 44-54.
[3]	王伊萌, 王振东, 汪凤炎. “当局者迷”破解之道：智慧的正念干预研究——个人成长主动性与反思的作用[J]. 心理发展与教育, 2024, 40(1): 142-152.
[4]	鲍振宙, 储怡佳, 王帆, 柳希希. 校园欺凌中的“袖手旁观”:校园氛围、学校联结和道德推脱的作用[J]. 心理发展与教育, 2023, 39(4): 580-589.
[5]	杜秀芳, 武玉玺, 徐政, 袁晓倩, 陈功香. 金钱启动与道德认同对大学生道德伪善的影响[J]. 心理发展与教育, 2023, 39(3): 342-349.
[6]	汪悦, 熊昱可, 任萍, 杨柳, 苗薇. 受欺负对初中生主动性和反应性攻击的影响:道德推脱和性别的作用[J]. 心理发展与教育, 2023, 39(3): 410-418.
[7]	何晓燕, 花蕊, 段继鹏, 罗润锋, 尹军. 7~9岁儿童对群体内成员间互相帮助的道德责任探究[J]. 心理发展与教育, 2023, 39(2): 173-183.
[8]	张林, 陈燕铃, 洪新伟, 赵明玉, 范航, 刘燊. 冷酷无情特质与初中生校园欺凌行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 266-275.
[9]	王治乔, 胡清芬. 什么是智力？成年人的朴素智力理论[J]. 心理发展与教育, 2022, 38(1): 144-152.
[10]	韩燕, 徐芬. 儿童青少年时期加工速度和执行功能在流体智力发展中的作用[J]. 心理发展与教育, 2020, 36(4): 394-405.
[11]	何安明, 包灿灿, 惠秋平. 大学生情绪智力与心理健康的关系:社会支持的中介作用和手机依赖的调节作用[J]. 心理发展与教育, 2020, 36(4): 494-501.
[12]	王辰, 陈刚, 刘跃宁, 牛更枫, 殷华敏. 社会排斥对网络偏差行为的影响:自我控制的中介作用和道德同一性的调节作用[J]. 心理发展与教育, 2020, 36(2): 208-215.
[13]	张亚慧, 鲁忠义. 青少年犯罪者道德概念垂直空间隐喻的心理表征及其原因[J]. 心理发展与教育, 2019, 35(6): 648-656.
[14]	贾宁, 冯新明, 鲁忠义. 道德概念垂直空间隐喻对空间关系判断的影响[J]. 心理发展与教育, 2019, 35(3): 267-273.
[15]	贾宁, 陈换娟, 鲁忠义. 句子启动范式下的道德概念空间隐喻:匹配抑制还是匹配易化?[J]. 心理发展与教育, 2018, 34(5): 541-547.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed