4-8年级儿童同伴关系中的内隐认知偏差  

Implicit Cognition Bias in 4～8 Grade Children′s Peer Rolationship

作　　者：王荣[1] 桑标[2] 李亚真[3] 

机构地区：[1]济南大学教育与心理科学学院,济南250022 [2]华东师范大学心理与认知科学学院,上海200062 [3]福建中医药大学心理学教研室,福州350122

出　　处：《心理与行为研究》2016年第3期338-345,共8页Studies of Psychology and Behavior

基　　金：教育部人文社科规划基金项目(13YJA190014);福建省社科规划青年项目(2014C101)

摘　　要：为了探究儿童同伴关系中的认知偏差情况,以四、六、八年级共153名中小学生(9-15岁)为被试,运用内隐联想测验(IAT)考察了儿童对其同伴关系双方的相对认知。结果表明:(1)儿童的同伴关系认知中存在内隐认知偏差,儿童对自己的认知要显著积极于对同伴的认知,表现出了自我提升现象。(2)儿童同伴关系中这种内隐认知偏差的表现及程度均不受年龄、性别因素影响。The aim of this study was to explore children＇s cognition bias in their peer relationship. Implicit comparative cognition was focused on through （Implicit Association Test） IAT. 153 children aging from 9 to 15 （M=11.84, SD=1.74） , graded in 4, 6, and 8, participated the experiment. Results showed as following： 1） There was a sig- nificant cognition bias in children＇s implicit cognition of peers relationship. The children showed a more positive cognition of themselves than that of their peers, indicating self-enhancement. 2） Neither the characteristic nor the degree of this implicit cognition bias was affected significantly by participates＇ grade or gender.

关 键 词：儿童 同伴关系 内隐认知 社会认知偏差 自我提升 

分 类 号：B844.1[哲学宗教—发展与教育心理学]