师范生对残疾学生的内隐刻板印象特点研究  

The Features of the Implicit Stereotypes Towards Students with Disabilities among Teacher Candidates from a Normal University

作　　者：刘嘉秋[1,2] LIU Jiaqiu(Teaching ＆ Research Section, Shanghai Municipal Education Commission, Shanghai, 200041 Department of Special Education, East China Normal University, Shanghai, 200062)

机构地区：[1]上海市教育委员会教学研究室,上海200041 [2]华东师范大学特殊教育学系,上海200062

出　　处：《中国特殊教育》2017年第9期3-8,14,共7页Chinese Journal of Special Education

摘　　要：探讨师范生对残疾学生的内隐刻板印象有助于了解其形成背后的原因,并为师范生的职前培养工作提供启示。研究采用内隐联想测验法对62名师范生被试的内隐刻板印象进行了测量。研究分别设计了2个分测验。积极刻板印象分测验中的属性词由代表了外显积极刻板印象的形容词对构成,消极刻板印象分测验中的属性词则由代表了外显消极刻板印象的形容词对构成。研究结果显示,在积极或消极内隐联想分测验中,师范生对残疾学生均持有消极的内隐刻板印象;但积极刻板印象分测验中的内隐联想测验效应弱于消极刻板印象分测验,说明外显层面的积极刻板印象会减弱内隐层面上的消极刻板印象。A probe into teacher candidates＇ implicit stereotypes towards students with disabilities can help understand the cause of them and offer implications for the preparation of teachers. The present study, based on implicit association tests, surveyed 62 teacher candidates to explore the mechanism of their implicit stereotypes. The results show the following： All the participants showed negatively implicit stereotypes towards students with disabilities in both the positively implicit association test and the negatively implicit association test; however, the positively implicit association test had a worse 1AT （implicit association test） effect than the negatively implicit association test, which indicates that explicitly positive stereotypes can reduce the implicitly negative stereotypes.

关 键 词：师范生残疾学生 内隐刻板印象 内隐联想测验 

分 类 号：B849[哲学宗教—应用心理学]