【作者】 林磊；

【导师】 桑标；

【作者基本信息】 华东师范大学 ， 发展心理学， 2008， 硕士

【摘要】 同伴交往在小学时期逐渐成为儿童人际交往的最主要形式,在同伴交往过程中也不可避免地出现许多同伴冲突。在这个儿童社会化的关键时期,从内在认知机制上揭示儿童同伴冲突的认知特征和解决策略,既有重要的理论意义,也富有极大的实际价值。本研究旨在探讨不同同伴地位小学生在社会信息加工特点上的差异,分三个研究依次进行。研究一采用作文搜集法考察小学生对同伴冲突的认知概况。共收集137名3至5年级小学生的作文资料,初步分析小学生对同伴冲突的认知特点,同时为之后编制问卷和编码实验提供素材。研究二采用线索表述量和线索再认量为指标,在研究一作文资料和文献综述的基础上设置4个不同的同伴冲突情境故事,分别抽取33名小学生(三、四、五年级各10-12名,不同同伴地位的个体各6-9名)进行个别访谈和85名小学生(其中三年级26人,四年级30人,五年级29人)进行计算机实验。综合考察不同同伴地位个体在SIP模型的第一步即线索编码的特点。研究三沿用研究二的故事,并在研究一作文资料、文献综述和访谈的基础上编制小学生假设冲突情境SIP问卷,随机抽取2～5年级共152名小学生,采用SIP范式进一步考察不同同伴地位儿童在SIP模型的另三个步骤即线索解释、目标设定与反应提取和决定的社会信息加工特点。综合三个研究的结果,主要结论如下:(1)3～5年级小学生冲突策略表现的社会发展水平性呈上升而后略下降的趋势。(2)不同同伴地位小学生的社会信息加工特点存在一定差异。受拒斥儿童在线索解释方面较受欢迎儿童和普通儿童更容易产生敌意归因和负性的人格判断;受欢迎儿童更易选择双赢的目标或者纯粹关系性取向的目标;同伴地位的高低在社会信息加工的反应提取和决定阶段未体现差异。(3)随着年龄的增长,2～5年级小学生对同伴冲突的目标设定、反应提取和决定两个SIP阶段都体现出更高的社会适应性。本研究将SIP模型应用于同伴冲突行为研究的结果虽然存在一定差异,但总体来看,有关不同同伴地位儿童对同伴冲突的SIP模型假设基本得到验证。更多还原

【Abstract】 Peer communication comes to become the main form of interpersonal communication for primary school children.And during which,peer conflicts become the theme.In this priming time for children’s socialization,it’s of most theoretical and practical value to investigate what’s characteristic of the cognition and management strategy during peer conflicts,especially from an insight of exploring the Antra-cognitive mechanism.The purposes of the study composing three experiments are to explore the social information-processing of peer conflicts and the contrasts among pupils of different social status.In experiment 1,we collected compositions of 137 children(from grade 3 to grade 5)which deal with a peer conflict event to simply analyze how pupils" know conflict.In experiment 2,118 subjects of grade3,grade4 and grade 5 were randomly drawn out.We gave them 4 stories(selected according to experiment 1 and related studies)which involve 4 peer conflicts.33 of the Subjects were asked to do an story representation and the other 85 do the information recognition experiment for an overall understanding of the "coding of cues",which is the first step of SIP.The results of 4 social status pupils were compared.In experiment 3,152 subjects(from grade 2 to grade 5)were randomly selected to do the inventory of Social Situational Story for peer conflicts.According to the social information-processing model brought up by Crick and Dodge(1994),3 steps of the SIP model were examined in the experiment:"interpretation of cues","goal clarification","response access and decision",The results of 4 social status pupils were compared.The results showed:(1)From grade 3 to grade 5,Primary school children’s conflict management strategies develops and then draw back with the age increased.(2)Some steps of SIP show contrasts among pupils of different social status.Compared with popular children and average children,Rejected children were more hostile attributional biased and prone to give ill judgment.Popular children are more likely to choose win-win goal or relation-oriented goal.(3)From grade 2 to grade 5,two aspects of SIP(goal clarification, response access and decision are more socially adaptive with the age increased.Generally,the social information-processing model of peer conflicts among different peer status pupils is mostly confirmatory,though there’s some controversy.更多还原