卷入欺负行为儿童道德概念的垂直空间隐喻差异及其原因探析

发布时间：2018-02-26 20:18

本文关键词： 欺负行为道德概念隐喻垂直空间隐喻认知　出处：《河北师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：本研究采用内隐联想测验法和纸笔测验法探究了卷入欺负行为儿童和未卷入儿童道德概念的垂直空间隐喻的差异及其原因。实验1采用内隐联想测验法，结果发现，直接欺负者和受欺负者在不相容任务(道德-下，，不道德-上)的反应时明显快于相容任务(道德-上，不道德-下)；间接欺负者、欺负-受欺负者和未卷入者在相容任务中的反应时明显快于不相容任务。实验2采用迫选法，明确要求被试把道德词和不道德词放在卡通人物的上方或下方，结果发现，直接欺负者和受欺负者倾向于把道德词放在垂直空间的下方，而把不道德词放在上方；间接欺负者、欺负-受欺负者和未卷入者倾向于把道德词放在上方，而把不道德词放在下方。实验3通过纸笔检测问卷对实验1和实验2的结果进行追因。未卷入者的“道德是上，不道德是下”的概念隐喻是在日常生活中潜移默化形成的；间接欺负者形成和未卷入者相同的概念隐喻(道德是上，不道德是下)，是因为这类儿童心理水平高，能很好的认识事物的后果；直接欺负者和受欺负者形成“道德是下，不道德是上”的概念隐喻，是因为他们对动画人物进行了角色投射，并且对于好坏、道德不道德的区分很模糊；欺负-受欺负者虽然形成的道德概念的垂直空间隐喻同未卷入者，但是他们的一些特点类似于直接欺负者和受欺负者。此外，至少50%的儿童没能给出位置(上、下)放置的缘由。本研究表明：五类儿童的道德概念和垂直空间方位在内隐和外显上存在相同的隐喻联结模式，直接欺负者和受欺负者形成了“道德是下，不道德是上”的概念隐喻，间接欺负者、欺负-受欺负者和未卷入者形成了“道德是上，不道德是下”的概念隐喻；直接欺负者和受欺负者之所以形成不同于其他三者的隐喻联结，是因为这两类儿童对道德概念的认知存在偏差，并且其认知方式也不符合常规；欺负-受欺负者的概念隐喻虽然趋同于未卷入者，但是这类儿童的一些特点类似于直接欺负儿童和受欺负儿童。
[Abstract]:In this study, implicit association test and paper-pen test were used to explore the differences of vertical spatial metaphors between children involved in bullying and children not involved in bullying and their causes. In experiment 1, implicit association test was used. The results showed that the reaction time of direct bullies and bullies on incompatible tasks (moral-lower, unethicity-upper) was significantly faster than that of compatible tasks (moral-top, immoral -lower; indirect bullies). Bullies-the bullies and the uninvolved respond significantly faster in compatible tasks than in incompatible tasks. In experiment 2, subjects were asked to place moral words and immoral words on the top or bottom of cartoon characters. The results showed that the direct bullies and the bullies tended to place moral words under the vertical space. The immoral words are placed at the top; the indirect bullies, the bullies and the uninvolved tend to put the moral words at the top and the immoral words at the bottom. In experiment 3, the results of experiment 1 and experiment 2 were investigated by paper and pen questionnaire. The conceptual metaphor of "morality is upper, immoral is lower" is formed in daily life. Indirect bullies form the same conceptual metaphors as those who are not involved (moral is up, immoral is lower, because these children have a high psychological level and are able to understand the consequences of things very well; directly bullies and bullies form "morality is next," Immorality is the conceptual metaphor of "upper" because they project characters to animated characters, and the distinction between good and bad, moral immorality is very vague; Bullying-bullies-the vertical spatial metaphors of moral concepts formed by bullies are similar to those of non-participants, but some of their characteristics are similar to those of direct bullies and bullies. In addition, at least 50% of children fail to give a location. The reason for the placement. The present study shows that the five types of children have the same metaphorical connection pattern on their moral concepts and vertical spatial orientation, and the direct bullies and the bullies form the conceptual metaphor of "morality is the lower, immorality is the top". Indirect bullies, bullies-bullies and those who are not involved form the conceptual metaphor that "morality is the top, immorality is the next"; the direct bullies and the bullies form a metaphorical connection that is different from the other three. This is because these two groups of children have deviations in their perceptions of moral concepts, and their cognitive styles are not in line with the norm; the conceptual metaphors of bullies and bullies tend to be similar to those who are not involved. But some of the characteristics of these children are similar to those of directly bullied and bullied children.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.1

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