摘要
目的:验证是否存在自立的自我图式、考察自立的自我图式的特点,以及高、低自立水平儿童的自我图式在回忆量、认可量、反应时上的差异。方法:应用6-12岁儿童自立行为问卷对湖南某小学300名六年级小学生的自立水平进行评定,根据儿童在自立行为问卷上的总分按由高至低排序,从高分到低分取35名儿童作为高自立组,由低分到高分取35名儿童作为低自立组,对两组被试采用自我相关编码任务(SRET)范式,进行自我图式的实验对照研究。结果:两组儿童对自立词的认可量均明显多于对非自立词的认可量;自立组的反应时间明显长于非自立组,对非自立词的反应时间明显长于对自立词的反应时间;两组儿童再认正确数无显著差异。结论:高自立组儿童主要具有自立的自我图式;而低自立组儿童不仅具有非自立的自我图式,同时具有自立的自我图式,提示自立不是非此即彼的二元构念的自我概念。
Objective： To validate whether there is self-schema of self-supporting and to look into the difference in amount of recall, amount of recognition and reaction time between children with high score of self-sporting and those with low score. Methods： Levels of self-supporting of 300 sixth grade students from a primary school in Hunan were assessed by using a Self-supportlng Behavior Questionnaire for Six to Twelve Years＇Old Children, and the subjects were grouped into two groups, of which the hlgh-score group includes the top 35 from the questionnaire result, and the low-group includes the lowest 35. Then the SRET task was assigned to the two groups and a contrastive study of their self-schema was carried out. Results： The amount of recognition of self-supporting words by the two groups is larger than that of non-selfsupporting words; The reaction time of the self-supporting group is longer than that of the other group; there is no significant difference in the amount of correct recognition. Conclusion： High self-supporting group showed self schema of selfsupporting, and low self-supporting group showed not only self schema of non-self-supporting but also that of self-supporting, which implies that self-supporting is not a dichotomy concept of self.
出处
《中国临床心理学杂志》
CSCD
2007年第2期157-160,共4页
Chinese Journal of Clinical Psychology
基金
教育部哲学社会科学重大攻关项目"中国心理健康服务体系现状及对策研究"(项目号:05JZD0031)
全国教育科学研究"十五"规划重点研究课题(项目号:DBA010162)的资助
关键词
自立
儿童
自我图式
自我相关编码任务
Self-supporting
Children
Self-schema
SRET （self-referent encoding task）
