汉藏欺负者对不同程度威胁刺激的注意偏向研究

发布时间：2018-06-08 14:12

本文选题：欺负行为 + 注意偏向　；参考：《四川师范大学》2017年硕士论文

【摘要】：欺负行为是同学之间的一种伤害行为,这种行为的特征是倚强凌弱、并且由欺负者一方主动故意发起的力量不对等的伤害行为。从1980年起我国的心理学研究者就对这一问题开始进行关注和研究。校园欺负的方式有言语羞辱及敲诈勒索甚至殴打的行为等并且多发生在中小学。尤其是中学生他们所处的时期正是人生中“暴风骤雨”的时期,情绪和行为都极其不稳定,这就导致了这个时期的学生比较常产生行为问题,攻击性行为更是一个普遍存在的现象,而在校园中攻击行为比较容易转化为同学之间的欺负行为。欺负行为这一现象无论是对于欺负者还是受欺负者的个人成长、心理健康和人际交往来说都有着巨大的负面影响。同时在本次研究中将被试群体设定为中学生是因为中学生群是一个具有代表性的群体,这个阶段的孩子开始进行初步的社会化和人生探索,此时他们不再依赖父母独立性增强,但是与此同时,他们的思维模式以及看待问题和解决问题的能力并不成熟,所以在遇到困难和人际冲突时并不会像成年人一样考虑到长远的后果,可能会选择凭着一腔热血使用快速、暴力的手段去解决对于这个阶段的学生来说,他们急需得到关注并对其进行正确的引导。本研究中研究群体选择了来自不同的两个民族的中学生,他们的成长环境和文化环境有着巨大差异的。本研究能为干预中学生校园欺负行为提供一些思考,同时对于不同民族文化背景下的学生做出欺负行为的特征及其原因有了初步的认识所以对于学校对不同民族学生的教育提供了参考依据。本文通过对点探测实验研究和线索靶子实验研究来了解汉藏不同民族欺负者这一群体对威胁刺激的注意偏向差异,以及注意偏向的认知机制。同时通过研究后对欺负行为者的访谈了解起原因为学校对欺负者这一群体的教育和管理提供理论支持。研究发现:1、点探测实验中,藏族和汉族欺负者,都呈现出对威胁刺激图片显的注意偏向;2、藏族欺负者对威胁信息的加工速度更快快于汉族被试,这说明藏族被试相对于汉族被试来说更容易探测到威胁相关的信息。在威胁程度这一变量上藏族被试对高威胁刺激图片注意偏向更加明显。3、当SOA为500ms时,采用线索靶子范式探究不同民族被试群体对威胁性刺激的注意偏向机制,出现了线索提示效应;不同民族欺负者对威胁刺激的反应时差异显著,藏族欺负者和汉族欺负者都表现出对威胁刺激明显的注意偏向。4、当SOA为100ms时,结果同样出现了线索提示效应;藏族欺负者注意偏向的认知机制是注意警觉,表现为在一致性条件下藏族被试对威胁威胁刺激图片快于汉族被试,汉族被试对中、低威胁刺激表现出了注意维持。
[Abstract]:Bullying is a kind of injurious behavior among students, which is characterized by weak and unequal forces initiated by the bully side voluntarily. From 1980, the psychological researchers of our country began to pay attention and Study on this problem. The way of school bullying has verbal humiliation and extortion. Even the behavior of beating and so on is happening in primary and secondary schools. Especially in middle school students, the period of "storm" is the period of "storm" in life, and the mood and behavior are extremely unstable, which causes the students in this period more often to produce behavior problems, aggressive behavior is a common phenomenon, and attack on the campus. The phenomenon of bullying is easily transformed into the bullying between students. The phenomenon of bullying has a huge negative impact on the individual growth of the bully or the bullied person, the mental health and the interpersonal relationship. A representative group of children at this stage begin to socialized and explore life, and they are no longer dependent on their parents' independence, but at the same time their thinking patterns and their ability to look at problems and solve problems are not mature, so they are not considered as adults when they encounter difficulties and interpersonal conflicts. In the long run, it is possible to choose a fast, violent means to solve the students at this stage, and they are in urgent need of attention and correct guidance to this stage. In this study, the group chose middle school students from two different nationalities, whose growth environment and cultural environment are huge. Differences. This study can provide some thinking for the intervention of middle school students on campus bullying. At the same time, it has a preliminary understanding of the characteristics and reasons of the students' bullying under different ethnic backgrounds. So it provides a reference for the education of different ethnic minority students. In order to understand the differences in the attention bias of threat stimuli and the cognitive mechanism of attention bias, the experimental study on the bully of different nationalities in Han and Tibetan areas provides theoretical support for the education and management of bullies. The study finds that: 1, point detection. In the experiment, the Tibetans and the Han bullies showed the attention bias of the threat stimuli; 2, the Tibetan bully's processing speed of threat information was faster than the Han subjects, which indicated that the Tibetan subjects were more likely to detect the threat related information than the Han subjects. The attention bias of the hypochondriac stimulus picture is more obvious.3. When SOA is 500ms, the clue target paradigm is used to explore the attention bias mechanism of the different ethnic group on the threat stimulus, and the clue effect appears. The different ethnic bullies have significant difference in the response to the threat of stimulation, and the Tibetan bully and the Han bully show the threat. The obvious attention bias to.4, when SOA is 100ms, the result also appears clue prompting effect. The cognitive mechanism of the Tibetan bully's attention bias is vigilant, which shows that the Tibetan subjects are faster than the Han subjects under the threat of threat, and the Han nationality is given attention to the middle and low threat stimuli.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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