语言影响认知吗？来自藏—汉双文化者学业归因方式的证据

发布时间：2018-12-16 18:56

【摘要】：近期研究发现,随着生理和所处情景的变化,人格也会随之发生变化。认知方式是人格的一种,认知方式包括众多方面,学业归因方式是其中之一。那么,个体的学业归因方式是否会随着情景的变化而变化?语言是文化的载体,双语者也是双文化者。那么,双文化者的学业归因方式是否也受不同文化的影响?藏民族个体一般都是典型的藏-汉双文化者。那么,藏-汉双文化者的学业归因方式是否会受到不同文化的影响?本研究选取了藏-汉双文化者以及汉族单文化个体,通过给被试呈现藏族(或汉族)文化线索,考察藏-汉双文化者的学业归因方式是否会随之发生改变,即是否存在文化框架转换现象,进而解答语言是否会影响人格。在此基础上,考虑到文化智力水平是影响双文化者文化框架转换的可能因素,本研究把被试分成了高、低两种文化智力水平,试图研究文化智力水平是否在文化框架转换效应中起着调节作用。本研究考察了不同启动条件下的藏-汉双文化者以及汉族被试的学业归因方式,共分三个研究,从以下三个方面分别予以分析。研究1,主要考察藏-汉双文化者和汉族学生的学业归因方式以及二者学业归因方式的差异。结果发现:藏-汉双文化者和汉族学生的学业归因方式存在差异显著,藏-汉双文化者在内倾性归因以及努力归因上显著高于汉族学生,汉族学生在外倾性归因以及背景归因上显著高于藏族个体。研究2,主要检验在汉族文化启动条件下,藏-汉双文化者是否表现出与当前文化相一致的学业归因方式。结果发现:在汉族文化启动条件下,藏-汉双文化者与汉族学生在学业归因的能力、努力、背景、运气四个维度以及内外倾向上均不存在显著差异。这说明藏-汉双文化者在面对汉族文化情景时会表现出与汉族文化相一致的学业归因方式。研究3,主要检验藏-汉双文化者在不同的文化启动条件下是否会出现学业归因方式的文化框架转换效应,以及文化智力对文化框架转换效应是否具有调节作用。结果发现:在藏族文化图片启动情景下,高文化智力组的个体倾向于做出与启动情景一致的行为,表现为学业归因方式的内倾性增加;相反,低文化智力组的个体倾向于做出与启动情景相反的行为,表现为学业归因方式的外倾性增加。同样,在汉族文化图片启动情景下,高文化智力组的个体倾向于做出与启动情景一致的行为,表现为学业归因方式的外倾性增加;相反,低文化智力组的个体倾向于做出与启动情景相反的行为,表现为学业归因方式的内倾性增加。整个研究表明:对于藏-汉双文化者而言,不同的文化启动线索表现出了不同的学业归因方式,反映了他们的认知方式的变化,同时也验证了语言影响人格。
[Abstract]:Recent studies have found that personality changes with changes in physiology and situations. Cognitive style is a kind of personality, cognitive style includes many aspects, academic attribution is one of them. So, will the individual's academic attribution style change with the change of the situation? Language is the carrier of culture, and bilinguals are also bicultures. So, are the academic attribution styles of biculturalists also influenced by different cultures? Tibetan individual is a typical Tibetan-Chinese dual-culture. So, are the academic attribution styles of Tibetan-Chinese biculturalists affected by different cultures? This study selected Tibetan-Chinese biculturalists and Han monocultural individuals, and examined whether the academic attribution style of Tibetan-Chinese bicultural subjects would change with it by presenting Tibetan (or Han) cultural cues to the subjects. That is, whether there is the phenomenon of cultural frame transformation, and then to answer whether language will affect personality. On this basis, considering that the level of cultural intelligence is the possible factor that affects the cultural framework transformation of biculturalists, this study divided the subjects into high and low levels of cultural intelligence. This paper attempts to study whether the level of cultural intelligence plays a regulating role in the conversion effect of cultural framework. This study investigated the academic attribution styles of Tibetan-Chinese biculturalists and Han Chinese subjects under different priming conditions, divided into three studies, and analyzed them from the following three aspects. Study 1, mainly examines the Tibetan-Chinese biculturalism and the Han nationality student's academic attribution style as well as their academic attribution style difference. The results showed that there were significant differences in academic attribution styles between Tibetan and Chinese biculturalists and Han students. The introverted attribution and hard work attribution of Tibetan and Chinese biculturalists were significantly higher than those of Han students. Han nationality students were significantly higher than Tibetan individuals in extroversion attribution and background attribution. In the second study, we mainly examined whether Tibetan-Chinese biculturalists showed an academic attribution style consistent with the current culture under the condition of Han culture initiation. The results showed that there were no significant differences in academic attribution ability, effort, background, luck and internal and external tendencies between Tibetan and Chinese biculturalists and Han students under the condition of Han culture initiation. This shows that Tibetan-Chinese biculturalists will show the same academic attribution style as Han culture when confronted with Han culture situation. In the third study, the author mainly examined whether Tibetan and Chinese biculturalists would have the cultural frame conversion effect of academic attribution style under different cultural priming conditions, and whether cultural intelligence could regulate the cultural frame conversion effect. The results showed that the individuals in the high cultural intelligence group tended to behave in accordance with the priming situation under the background of Tibetan culture picture priming, which was manifested by an increase in the introversion of the academic attribution style. On the contrary, the individuals in the low-cultural intelligence group tended to behave contrary to the priming situation, showing an increased extroversion of academic attribution styles. Similarly, the individuals in the high-cultural intelligence group tended to behave in accordance with the priming situation under the cultural picture priming situation of the Han nationality, which was manifested by an increase in the extroversion of the academic attribution style. On the contrary, the individuals in the low cultural intelligence group tended to behave contrary to the priming situation, which was manifested by an increase in the introversion of the academic attribution style. The whole study shows that for Tibetan-Chinese biculturalists, different cultural priming cues show different ways of academic attribution, reflect the changes of their cognitive styles, and verify that language affects personality.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.1

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