不同类型博弈中高中生心理理论推理水平研究

发布时间：2018-06-29 09:23

本文选题：心理理论 + 博弈　；参考：《浙江师范大学》2014年硕士论文

【摘要】：心理理论是指个体在人际互动中试图理解他人的心理状态,包括信念、愿望、意图、知识等内容,并据此对他人行为作出因果性的解释和预测的能力。传统的心理理论研究范式存在适用人群小、可重复性差、生态效度不足等缺点,最重要的是,这些任务更多地是测量个体是否具有心理理论能力及具有多少层级的心理理论能力,却无法测量个体真实互动中运用心理理论能力的表现,因此有研究者提出采用博弈来研究个体的心理理论能力。博弈范式的理论依据是“认知层次模型”及“心理博弈理论”。“认知层次模型”认为博弈中每个博弈者的推理层级是不同的,个体通常认为自己比他人的推理层级更高,而“心理博弈理论”则认为研究者能够通过个体的选择来判断他是否做出了有关对手的推测,因此研究者可以通过博弈结果来测量个体的推理层级。脑成像研究的结果也表明个体在博弈时,尤其当他认为他在与真人对手博弈时,心理理论脑区会激活。国外利用博弈研究心理理论的研究者大多采用斯塔克伯格博弈,他们的结果表明个体在博弈开始时具有初始的默认心理理论推理水平,这一推理水平会随着对手的推理水平变化而动态调整。但是由于博弈情境的不同,他们对于这一初始推理水平的结论并不一致。另外,也有研究者采用同时行动博弈或其他类型博弈进行研究,但是这些研究都是采用少量材料研究个体的推理水平,没有考察个体是否会出现学习效应。国内采用这一范式的研究很少,因此,国外研究的结论是否符合我国被试的表现是本研究感兴趣的第一个问题。另外,个体在同时行动博弈中是否也会出现相应的学习效应呢?如果博弈类型发生了转变,个体的心理理论推理水平又会有什么样的变化呢?这是本研究想要继续探讨的问题。为了与国外研究相对照,本研究采用了与国外研究相同的实验材料及程序,以高中生为被试,通过三个实验详细考察个体在斯塔克伯格博弈、同时行动博弈及博弈类型转变时的心理理论推理水平变化情况。实验一结果表明高中生在斯塔克伯格博弈中的表现与国外研究中的成人被试表现基本一致,初始默认心理理论推理水平为1级。实验二的结果表明被试在同时行动博弈中的初始默认心理理论推理水平为2级,说明被试的心理理论能力与任务情境有关。实验三的结果表明当博弈类型发生转变时,被试的心理理论推理水平并没有维持在前一类型博弈中所习得的水平,而是转变为后一类型博弈的初始默认推理水平,说明被试面对新类型博弈时,处于一种新的准备状态。同时,三个实验的结果都表明被试的心理理论推理水平会能够动态调整以适应对手的推理水平,理性判断能力则不受对手推理水平和博弈类型的影响,而且被试做2级预测的反应时要显著高于做1级预测的反应时。本研究验证了相关研究,支持博弈中个体具有初始默认心理理论推理水平,且这一推理水平能够动态调整的观点,但不同类型博弈中的表现还需要进一步探索。
[Abstract]:Psychological theory refers to the ability of individuals to try to understand others' psychological state in interpersonal interaction, including beliefs, wishes, intentions, knowledge and so on, and to make causal interpretation and prediction of others' behavior. The traditional psychological theory research paradigm has the shortcomings of small population, poor repeatability and insufficient ecological validity. It is, these tasks are more to measure whether the individual has the psychological theory ability and how many levels of psychological theory ability, but can not measure the performance of the ability to use the psychological theory in the actual interaction of the individual. Therefore, the researcher proposes to use the game to study the individual's psychological theory ability. The theory basis of the game paradigm is "cognitive level". Secondary model and psychological game theory. The cognitive level model believes that the inferential level of each player in the game is different. Individuals generally think that they are higher than others' reasoning levels, while "psychological game theory" thinks that the researcher can judge whether he has made a conjecture about the opponent through the choice of individual. So researchers can measure the inferential level of an individual by the result of the game. The results of brain imaging research also show that the individual is in the game, especially when he thinks he is playing with a reality opponent, the psychological theory of the brain will be activated.
Most of the researchers abroad use the game theory of psychological theory to use the stark Berg game. Their results show that the individual has the initial level of default psychological reasoning at the beginning of the game. This level of reasoning will be adjusted dynamically with the change of the opponent's reasoning level. However, because of the different game situation, they are at the beginning. The conclusion of the initial reasoning level is not consistent. In addition, some researchers use simultaneous action game or other type of game to study, but these studies use a small amount of material to study the reasoning level of individual, and do not examine whether the individual will have learning effect. Whether it is in conformity with the performance of the subjects of our country is the first question that is interested in this study. In addition, is it possible for the individual to have the corresponding learning effect in the simultaneous action game? If the game type has changed, what kind of change will the individual's psychological theoretical reasoning level be? This is the question that this research wants to continue to discuss.
In order to compare with the foreign research, this study uses the same experimental materials and procedures as the foreign research. Taking the senior high school students as the subjects, three experiments are carried out to examine the changes of the psychological theoretical reasoning level of the individual in the stark Berg game, while the action game and the game type change.
The result of the experiment shows that the performance of the high school students in the stark Berg game is basically the same as that of the adult subjects in the foreign study. The initial default psychological theory reasoning level is 1. The result of experiment two shows that the initial default psychological theory reasoning of the subjects in the simultaneous action game is level 2, indicating the psychological theory ability of the subjects. The results of experiment three show that when the game type changes, the level of the psychological theoretical reasoning of the subjects does not maintain the level acquired in the previous type game, but is transformed into the initial default reasoning level of the latter type game, indicating that the subjects are in a new state of preparation in the face of the new type of game. The results of the three experiments show that the psychological reasoning level of the subjects can be dynamically adjusted to adapt to the inferential level of the opponent, and the ability of rational judgment is not influenced by the level of inference and the type of game, and the response of the 2 level prediction is significantly higher than that of the 1 level prediction.
This study validates the relevant research, and supports the idea that the individual has the initial default psychological theory reasoning level in the game, and the reasoning level can be adjusted dynamically, but the performance of different types of game needs to be further explored.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2

【参考文献】