河南师范大学教育学部, 新乡 453007
收稿日期:2021-02-03发布日期:2021-10-26基金资助:国家自然科学基金青年项目(32000754);教育部人文社会科学研究青年项目(20YJC190030);河南省哲学社会科学规划项目(2019CJY030);河南省教育厅人文社会科学研究项目(2020-ZDJH-152);河南师范大学博士科研启动基金(QD18043);河南师范大学青年科学基金资助(2019QK31)Psychological development mechanism of in-group favoritism during fairness norm enforcement
ZHANG Zhen, LI Haiwen, XIONG Jianping, ZHAO Hui, LIU Ruixue, QI ChunhuiFaculty of Education, Henan Normal University, Xinxiang 453007, China
Received:2021-02-03Published:2021-10-26摘要/Abstract
摘要： 如何揭示群体规范和公平价值在个体心理发展中的作用机理, 提升儿童-青少年在群际互动当中的公平感知与规范执行, 是教育心理领域的关键问题。公平规范执行中内群体偏爱现象是近年来的研究热点之一, 然而先前研究存在以下不足：1)大多采用问卷法, 易受社会赞许性的影响, 存在言行不一致的情况; 2)大多采用情景实验, 聚焦社会互动的最终行为输出端, 无法实时有效地把握社会决策的动态进程; 3)脑成像研究仍以fMRI技术为主, 侧重于评估认知加工潜在的脑区激活模式及各脑区间的功能连接, 缺乏对群际公平规范执行中大脑激活动态模式的精确把握。针对这些不足, 本项目从资产分配情景出发, 以儿童和青少年为研究对象, 联合运用认知、行为、眼动和电生理等多层次测评手段, 对公平规范执行中内群体偏爱的发生过程进行认知解析, 探讨认知控制和心智化在其间的关键作用机制及其心理发展轨迹。研究结果将服务于中小学管理中的德育教育, 引导与培养学生的公正感与行为。
图/表 4
图1公平规范执行的心理发展(A)及其神经心理学框架(B)
图1公平规范执行的心理发展(A)及其神经心理学框架(B)
图2认知控制与心智化的中介模型
图2认知控制与心智化的中介模型
图3研究框架示意图
图3研究框架示意图
图4外群体互动中UG (a)、mini-UG (b)和TPPG (c)任务的实验流程图
图4外群体互动中UG (a)、mini-UG (b)和TPPG (c)任务的实验流程图参考文献 72
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