【作者】 崔丽莹； 李晓文；

【Author】 Cui Liying~1 Li Xiaowen~2 1 Department of psychology,Education school,Shanghai Normal University,Shanghai 200234 2 School of Psychology and Cognitive Science,East China Normal University,Shanghai 200062

【机构】 上海师范大学教育学院心理系； 华东师范大学心理与认知学院；

【摘要】 目的:旨在揭示组间竞争对小学生的组内合作绩效和互动策略的影响。方法:运用2*2的实验设计,自变量为年级(2、4年级)和情境(竞争情境和非竞争情境)。因变量有三个:合作成绩、沟通量、互动策略。每个年级40人,每4人一组,合作完成拼图任务。结果:(1)小组沟通量与合作效率之间呈现显著的中度相关。与小组合作效率有着较高正相关的策略是:询问、建议、帮助和表扬。(2)组间竞争提升了高年级的合作效率,但是降低了低年级的合作绩效。(3)组间竞争对低年级小组的沟通总量产生了明显的抑制作用,但对高年级影响不大。(4)组间竞争增加了高年级小组的积极互动。年级和情境在应答、表扬、争论、指令等策略上的交互作用显著。结论:组间竞争不仅影响了小组的沟通量,而且影响了小组成员之间的互动策略,但是这种影响和儿童的年龄有关,即组间竞争促进了高年级儿童的积极互动和合作效率,但是抑制了低年级儿童的互动和合作效率。更多还原

【Abstract】 To explore the influence of intergroup competition on the in-group cooperative performance and interactive strategies of children who were studying in the primary school,a between-participants design was used.The independent variable,situation, consisted of two levels:non-competitive situations and competitive situations.There were three dependent variables:cooperative performance,communicate frequency,interactive strategy.We put four participants who came from the same class into a group,and each group was requested to cooperate to finish a puzzle task.Among them,8 groups were random assigned to the non-competitive situations;12 groups were assigned to the competitive context.Results:(1)There was significant moderate correlation between the group communicate frequency and cooperative performance.The correlation rate was 0.387(**) between the task that group members accomplished in 15 minutes and words account in the dialogue,it was 0.317(**) between the task and sentences account. And there was significant and positive correlation between the group cooperation efficiency and interaction strategies such as question,advice,help and praise.(2) The puzzles amount in the competitive situations that students in grade 2 put together in the 15 minutes were less than the one in the non-competitive situation,but in grade 4,it was obvious that the puzzles account in the competitive situation were more than the one in the non-competitive situation.It means that intergroup competition played a different role on the group cooperative performance.(3) The interaction between grade and situation had a significant influence on words counts during in-group dialogue(F(1,76) =4.040,p=.048).In grade 2,the student’s words in non-competitive situations were more than others in competitive situations.But in grade 4,the students’ words in competitive situations were more than others in- non-competitive situations.So the intergroup competition impacted an obvious inhibition to communicative frequency in the group of younger students,but there was no influence to older students in primary school.(4) Intergroup competition increased the active interaction in the group of older students in primary.The interaction between grade and situation had a significant influence on strategies such as response,praise,debate and instruction.The trend was:in grade 2,the times of strategies used in non-competitive situations were more than others in competitive situations.And in grade 4,the students’ interaction strategies in competitive situations were more than others in non-competitive situations.There were not significant difference in the help and advice(Fhelp(1, 76) =4.899,p=0.03;Fsuggest(1,76) =8.136,p=0.006).Finally,we arrived at a conclusion:Intergroup competition not only affected the group communication quantity,but also affected the members’ interactive model,but its influence was relevant with the age of the child.Overall,intergroup competition promoted the positive interaction and cooperation efficiency in the older children but inhibited younger children’s interaction and cooperation efficiency.更多还原