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作 者:陈潇[1,2] 江琦[1,2] 侯敏[1,2] 朱梦音[1,2]
机构地区:[1]西南大学心理学部,重庆400715 [2]西南大学心理健康教育研究中心,重庆400715
出 处:《心理发展与教育》2014年第6期664-672,共9页Psychological Development and Education
基 金:全国教育科学规划课题"基于积极心理品质培养的中小学生心理健康多维测评系统研究"(EBA120332);中国人心理素质全国协作组
摘 要:具身道德是指身体及其活动方式与道德心理和行为的相互作用。迄今为止,具身道德研究主要采用道德Stroop范式、内隐联想测验范式、情境操纵范式和心境诱发范式。具身道德的研究内容主要包括身体解剖学结构、知觉经验及身体与环境的嵌入作用与道德心理及行为的相互作用,且在广泛的知觉经验内容中包涵了身体厌恶与道德的关系、自我洁净—道德纯洁隐喻、道德—明度隐喻、道德—颜色隐喻、道德的空间维度与时间维度等多个内容。未来的研究需从研究内容的丰富性与全面性、隐喻效应的文化差异与一致性效应、研究方法技术的科学性与多样性等几个方面着手。The embodied morality is that the physical and its activities have an interactive impact with moral psychology and behavior. The research paradigms of embodied morality are including moral Stroop, implicit association test, the paradigm of situation change, and the paradigm of mood change. Embodied morality combines the effects of body anatomy, perception experience and the interaction of body and environment with moral psychology and behavior. In the relationships with perception experience and moral psychology, it includes the relationship between physical disgust and moral, self-cleanness and moral purity metaphor, moral-lightness metaphor, moral-color metaphor, the spatial dimension of moral and the time dimension of moral. Future research should enrich and improve the research contents, study the metaphorical cultural differences and consistency effect, use of various methods and techniques and so on.
分 类 号:B844.3[哲学宗教—发展与教育心理学]
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