【作者】 王荣；

【导师】 桑标；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2009， 博士

【摘要】 研究以动态----情境理论以及护送模型和相关模型为主要理论依据,以四、六、八年级儿童为被试,动态、整合地考察了儿童社会关系概念化的特点及其发展规律。研究一首先从儿童的整体社会关系网络入手,通过儿童对不同社会关系词语的分类来考察儿童的社会关系概念结构。然后研究二中选出儿童生活中相对重要的六种关系,进一步考察儿童对这儿种不同关系的各种维度的认知特点及其发展。研究三中让儿童对不同背景、辈份/等级的人是否有可能成为朋友进行判断,进一步了解儿童对社会关系的理解并间接了解对朋友关系的理解及其发展。最后,集中关注儿童同伴关系和同龄朋友关系的概念化。研究四运用IAT考察了儿童对同伴关系中双方的相对态度及其发展规律。研究五采用模糊情景任务和相似性判断任务重点探讨性别因素在儿童同伴关系和朋友关系理解中的作用。研究六运用两难任务动画场景考察了儿童朋友关系中的合作与竞争倾向。所取得的主要结果和结论如下:1儿童的社会关系概念化具有复杂多样性对于不同情境中的社会关系,儿童的概念结构既有相通之处又有不同之处:家族社会关系中表现出辈份、性别、姻亲、情感四个维度;学校社会关系中表现出等级、关系亲近性两个维度;同龄人社会关系中表现出情境、关系亲近性两个维度。对于跨辈关系,儿童基本认为母子关系中的(义务、回报、服从、情感)程度最高,师生关系中的程度最低;但是祖孙关系在义务维度中是最低的,在服从维度中却是最高的。儿童还认为,除了回报维度,跨辈关系中的其它维度都是有方向性的:长辈对小辈的义务程度高于小辈对长辈的程度;小辈对长辈的服从程度高于长辈对小辈的程度;小辈对长辈的信赖和重要程度高于长辈对小辈的程度,长辈对小辈的亲密程度高于小辈对长辈的程度。对于同伴关系,儿童认为:朋友关系中的(义务、回报、服从、情感)程度都要高于一般同学关系中的程度;而且,同伴关系中的义务维度和情感维度都是有方向性的,即自己对同辈人的义务程度、熟悉和友好程度都高于同辈人对自己的程度,自己对于同辈人的重要程度低于同辈人对自己的重要程度。服从维度上:虽然儿童认为朋友关系中的服从程度高于同学关系中的程度,但自己与朋友、同学间的相互程度没有差别。另外,具体的活动场景以及体育爱好等因素会影响儿童对同伴互动的理解。对于朋友关系的可能性判断,关系双方的辈份/等级以及双方的生活环境都是影响儿童判断的十分重要因素:儿童认为同辈份或同等级的人更有可能成为朋友;具有相同生活环境的人更有可能成为朋友。具体的活动场景以及体育爱好等因素也会影响儿童的朋友可能性判断及其推理。儿童在朋友关系中的合作与竞争倾向,也是受到多种因素的影响。除了朋友关系本身所带来的一些因素以及儿童自身因素外,情境或任务特征等也对被试的选择产生影响。社会关系的不同维度之间有可能相互渗透,存在很大关联性。儿童的社会关系概念化是众多因素共同作用的结果。2儿童的社会关系概念化表现出明显的年龄特点与发展趋势不同年龄儿童对学校情境社会关系和同龄人社会关系的概念结构都没有表现出明显差异;但是在家族社会关系的概念结构上,不同年龄儿童的表现有所不同:四年级儿童根据性别、辈份、成人/儿童来分类;而六、八年级则主要是根据姻亲、辈份/成人与儿童,另一个维度是情感。对于跨辈关系中义务、回报、服从维度以及情感维度中信赖、熟悉、友好、亲密程度的认知,儿童基本上都表现出这样一种发展规律:从四年级到六年级有一个增长趋势,但是从六年级到八年级却又出现了明显下降,而且下降到比四年级还低的水平。在情感维度中的重要程度上,同样是六年级儿童所认定的程度最高,不过八年级与四年级间差别不大。不同年龄儿童对同龄人社会关系的概念结构没有显著差异,都主要表现为情境、关系亲近性两个维度。在对同伴关系双方的内隐态度方面也没有年龄差异,都是对自己的态度要积极于对同伴的态度。在儿童对同伴互动现象的解释上,总体来看也不存在年龄差异,但是在相似性推理中,相比之下四年级儿童最少使用性格、性别来对图片中两个小孩的相似性进行评定。在对同伴关系维度的认知中:义务维度上从四年级到六年级没有明显变化,但是从六年级到八年级出现明显下降趋势,另外,八年级儿童认为自己对同辈人的程度高于同辈人对自己的程度;回报维度上没有特别显著年龄差别,但是六、八年级儿童都认为自己对同辈人的程度高于同辈人对自己的程度;服从维度上总体来看不存在年龄差异,但是六、八年级儿童认为朋友关系中的程度高于同学关系中的程度;情感维度上,亲密程度没有差年龄异,熟悉和友好程度都是从四年级到六年级有一个上升,但从六年级到八年级又出现了下降,信赖和重要程度都是从四年级到六年级没有明显变化,但从六年级到八年级出现明显下降。随着年龄增长,高年级儿童比较在意将朋友关系与一般同学关系加以区分。在范围广泛的朋友可能性判断上,从四年级到八年级呈现明显上升趋势,八年级儿童更有可能认为某两个人有可能成为朋友。具体到同伴关系中,儿童的判断也表现出某些年龄差异,八年级比四年级更多地认为图片中的两个小孩有可能成为朋友。朋友可能性推理上也表现出某些年龄特点。对于朋友关系中的合作与竞争倾向,四、六年级间无显著差异,但是从六年级到八年级,合作倾向出现了飞跃性发展。3性别因素在儿童的社会关系概念化中表现出少量的外显作用和更多的内隐作用只有在对同辈关系情感维度的认知上男女生存在差异,女生所认定的程度都要高于男生所认定的程度;在其它方面,男女儿童所表现出来的差别非常少。在儿童的同伴关系概念化中存在性别因素的内隐作用。儿童认为,同性别的两个小孩比不同性别的两个小孩更具相似性,也更有可能成为朋友;在同伴交往中男孩更容易出现消极行为且不易改正,因而不容易建立朋友关系。4总体来看,独生因素在儿童社会关系概念化中没有明显作用更多还原

【Abstract】 Based on dynamic-contextualist,the convoy model,the relational model,children from grade 4,grade 6,grade 8 were studied to explore their conceptualization of social relations.Type of relation,dimension in the relation,reciprocity,the specific scene,etc.,were taken into consideration,so that the characteristic and development of children’s conceptualization of social relations could be found more dynamically and integratedly.In the first study,the subjects were asked to classify different forms of address in children’s whole social network.Children’s conceptual structure was then revealed and a macroscopical, general knowledge about children’s conceptualization of social relations was achieved.Based on study one,6 main relations in children’s life were selected in study two to explore further children’s cognitive characteristic and development of the dimensions in these relations.In the third study,the subjects were asked to evaluate the possibility of friendship for two persons who came from different contexts and were provided with different ranks or bei(generations). Children’s understanding about social relations was revealed more and their understanding about friendship was achieved approximately too.Lastly,children’s conceptualization of peer relations and friendship was focused on.IAT was used in study four to investigate children’s relative attitude to each side in their peer relations.Ambiguous situations task and similarity task were used in study five to focus on the gender effect in children’s attitude about their peer relationships and friendship.In study six,social dilemmas and flash simulation were used to examine children’s choice of cooperation and competition and then children’s social value orientation in their friendship was revealed.The results and conclusions were as followed.1 children’s conceptualization of social relations took on complexity and diversityThe dimensions of bei(generations),sex,in-law,affectiveness were found in children’s conceptual structure of kinship.The dimensions of rank and intimate level were found in children’s conceptual structure of school relations.The dimensions of context and intimate level were found in children’s conceptual structure of peer relations.The degree of children’s cognition of the dimensions varied in different crossbei(generations) relations.The degrees of obligation,redoundness,obedience,affectiveness in mother-child relation were the largest and the degrees in teacher-student relation were the lowest. Grandparent-grandchild relation was provided with the lowest obligation yet the largest obedience. There are directions in all the dimensions except the redoundness.Elderships showed more obligation than juniors in their relations.The degree juniors obey elderships was higher than the degree elderships obey juniors.The degree juniors trust elderships was higher than the degree elderships trust juniors.Juniors were more important to elderships than elderships to juniors. Elderships showed more intimacy than juniors in their relations.The degree of children’s cognition of the dimensions varied in different peer relations.The degrees of obligation,redoundness,obedience,affectiveness in friendship were higher than the degrees in common schoolmate relation.There are directions in obligation and affectiveness. Children themselves showed more obligation than their compeers in their relations.Children themselves were more familiar with and more friendly to their compeers than the compeers were. Children themselves were more important to their compeers than the compeers to them.Though the degree of obligation in friendship was higher than that in common schoolmate relation,there was no difference between children themselves and their compeers.The degree children obey their compeers was the same as the degree their compeers obey them.Furthermore,in peer interactions, special activity scenarios affected the way how children explained and assessed the ambiguous situations.Whether the sports interests were same influenced children’s rating of similarity and reasoning for rating of similarity.When asked whether two persons could be friends,children’s estimation was influenced by the two persons’ contexts and their ranks or bei(generations).Two persons provided with the same ranks or bei(generations)were more possible to become friends.If two persons came from the same family,they were the most possible to become friends.If two persons came from the same school,they were more possible to become friends.If one person came from family and the other came from school,they were the least possible to become friends.Furthermore,in peer interactions,special activity scenarios and sports interests influenced children’s judgments of friendship potential and reasoning for potential friendship.Children’s cooperation or competition tendency in their friendship was also affected by many factors.There may be significant associations among the diversified dimensions in social relations. Factors such as social relation,dimension,direction,context,situation,etc,showed daedal interaction.Children’s conceptualization of social relations resulted from effects and interactions of many factors.2 Children’s conceptualization of social relations presented age difference and developmental trendThere was no age difference in children’s conceptual structure of school relations and peer relations,whereas there were obvious differences in children’s conceptual structure of kinship. The dimensions of sex,bei(generation),the aged/children were found in the conceptual structure of students in grade 4.The dimension of sex disappeared and the dimensions of in-law and intimate level appeared. The degrees of obligation,redoundness,obedience,affectiveness,trust,familiarity, friendliness,intimacy that children cognized in cross-bei(generations)relations showed on the whole such a developmental trend that there was a increase through grade 4 to grade 6,but there was a significant decline through grade 6 to grade 8.The degree that children in grade 6 cognized was the highest and the degree that children in grade 8 cognized was the lowest.The degree of importance that children in grade 6 cognized were the highest too,but there was no difference between grade 4 and grade 8.There was no age difference in children’s conceptual structure of peer relations.There was no age difference either in children’s implicit attitude to themselves and their compeers.There was no age difference in interpreting and rating ambiguous situations,except that in specific scenarios children in grade 4 interpreted“what happened”more negatively.There was no age difference in rating of similarity,whereas temperament and gender of the two kids in the pictures were the least used by children in grade 4.There were some age differences in children’s cognition of dimensions in peer relations.There was no difference between grade 4 and grade 6,but there was an obvious decline through grade 6 to grade 8.Furthermore,children in grade 8 considered that they had shown more obligation than their compeers in their relations.There was no age difference in redoundness,yet children in grade 6 and grade 8 considered that they had redounded more on their compeers than the compeers had redounded on them.There was no age difference in obedience,yet children in grade 6 and grade 8 considered that the degree of obligation in friendship had been higher than that in common schoolmate relation.There was no age difference in intimacy.There was an increase in familiarity and friendliness through grade 4 to grade 6,but there was a decline through grade 6 to grade 8.There was no change in trust and importance through grade 4 to grade 6,but there was a decline through grade 6 to grade 8.With the growth of age,children in higher grade gradually cared more about the division between friendship and common schoolmate relation.There were significant age differences in children’s judgment of potential friendship.There was increases through grade 4 to grade 8.Children in grade 8 were more likely to consider that two persons might become friends.There were also some age differences in children’s reasoning for potential friendship.There was no difference between grade 4 and grade 6 in children’s cooperative or competitive tendency in their friendship,but there was a significant development through grade 6 to grade 8.children in grade 8 showed the highest cooperative tendency in their friendship.3 Gender factor influenced children’s conceptualization of social relations both explicitly and implicitly There was no difference between the boy subjects and the girl subjects in all the aspects except for the cognition of affectiveness in peer relations.The girls considered the degree of affectiveness in peer relations higher than that the boys considered.In opposition to gender of the subjects,gender of characters in ambiguous situations and pictures played an important part in children’s understanding of peer relationship.Gender factor influenced children’s conceptualization of social relations more implicitly.Children considered that kids with the same gender were more similar and more likely to become friends than those with different gender. Children considered that boys were more likely than girls to be the potential transgressors in peer interactions.It’ more easy for girls to establish friendship.4 Generally speaking,there was no significant difference between the only children and the other children in their conceptualization of social relations更多还原