儿童攻击行为的短期追踪干预研究:从社会信息加工的角度  

A Short-term Intervention Study on the Children's Aggressive Behavior: From the Perspective of Social Information Processing

作　　者：钟佑洁[1] 李艳华[1] 张进辅[2] 

机构地区：[1]福州大学人文社科学院应用心理学系,福州350116 [2]西南大学心理学部,重庆400715

出　　处：《心理发展与教育》2014年第3期225-233,共9页Psychological Development and Education

基　　金：福建省社科规划项目(2013C034);福建省教育厅A类社科项目(JA13048S);福建省教育科学"十二五"规划项目(JA12520S/FJCGZZ12019);福州大学人才启动基金项目(XRC201212)

摘　　要：以社会信息加工模型(Social Information-Processing Model,简称SIP)为理论依据设计社会认知干预方案,将被试(包括132名攻击性儿童)分为实验组、安慰剂(阅读)组和控制组进行短期追踪干预研究,在此基础上考察该干预方案对减少儿童的攻击行为以及提高社会信息加工能力的作用。研究结果表明:(1)该干预方案对提高攻击性儿童的社会信息加工能力有明显的即时效果和持续效果,具体表现为该方案有效地减少了攻击性儿童的敌意归因偏见和攻击行为的产生,有助于攻击性儿童建立关系目标并正确认知攻击行为的后果;(2)班主任评定三组儿童的攻击行为显著减少,评定结果可能受到期望效应的影响。The social cognitive intervention program was designed based on social information processing model （SIP） and further one short-term intervention study on the basis of the aggressive behaviors of 132 Children were carried out, respectively, by means of dividing those children into the experimental group, the placebo group and the control group. On this basis, the effect of this intervention program on both how to reduce the children＇s aggressive behaviors and improve their abilities in social information processing has been verified. The results show that： （1） the remarkable immediate effect and sustained effect of this intervention program on how to improve the capability of those aggressive children in the social information processing have been obtained, which mainly behaves as effectively reducing the aggressive children＇s hostile attribution bias and aggressive behaviors and further helping them to build an affiliation goal and to correctly understand the consequences of their aggressive behaviors via carrying outing the intervention program; （2） the aggressive behaviors in the three groups assessed by the teachers were greatly reduced after the intervention program, therefore, the assessment results were possibly affected by the experimenter＇ expectation.

关 键 词：攻击行为 社会信息加工模型 干预研究 

分 类 号：B844.1[哲学宗教—发展与教育心理学]