长期经历父母体罚儿童的自发推理特点

doi:10.16187/j.cnki.issn1001-4918.2024.05.02

摘要/Abstract

摘要： 本研究从内隐社会认知的角度,采用探测词再认范式考察了长期经历父母体罚儿童的自发推理特点。实验1发现,当呈现既隐含特质又隐含情境的行为句子时,无论体罚组还是对照组儿童均自发地使用特质对他人行为进行推理。实验2借助隐含积极或消极特质的行为句子,考察体罚经历和情绪线索对儿童自发特质推理的效价效应的交互影响。结果表明,体罚组儿童在愤怒线索下表现出自发特质推理的积极偏向,而在中性线索下没有进行自发特质推理;对照组儿童无论在愤怒还是中性线索下均未进行自发特质推理。上述结果表明长期父母体罚经历会对儿童自发推理产生重要影响。

关键词: 父母体罚, 自发特质推理, 自发情境推理, 效价效应, 儿童

Abstract: Based on the perspective of implicit social cognition, the present study examined the spontaneous inferences of children with long-term exposure to parental corporal punishment by using a probe recognition paradigm. In experiment 1, when children were presented with behavior sentences that imply both trait and situation, children with long-term exposure to corporal punishment (CP-exposed group), as well as children with low exposure to corporal punishment (control group) were inclined to spontaneously infer traits rather than situation. Experiment 2 was designed to further examine the interactive effects of parental corporal punishment and emotional cue on the valence effect of spontaneous trait inferences by using behavior sentences that imply positive or negative trait. The results of experiment 2 revealed that CP-exposed group exhibited positive bias in spontaneous trait inferences in anger cue condition, but they did not make spontaneous trait inferences in neutral cue condition. In both anger and neutral cue conditions, control group did not make spontaneous trait inferences. The findings of the present study indicate that long-term experience of parental corporal punishment has significant influences on children’s spontaneous inferences.

Key words: parental corporal punishment, spontaneous trait inferences, spontaneous situational inferences, valence effect, children

中图分类号:

B844

刘仕凡, 张蓉, 王美芳, 方永超, 赵建设. 长期经历父母体罚儿童的自发推理特点[J]. 心理发展与教育, 2024, 40(5): 616-624.

LIU Shifan, ZHANG Rong, WANG Meifang, FANG Yongchao, ZHAO Jianshe. Spontaneous Inferences of Children with Long-term Exposure to Parental Corporal Punishment[J]. Psychological Development and Education, 2024, 40(5): 616-624.

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