發(fā)布時(shí)間：2018-02-26 20:18

  本文關(guān)鍵詞： 欺負(fù)行為 道德概念隱喻 垂直空間隱喻 認(rèn)知　出處：《河北師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究采用內(nèi)隱聯(lián)想測驗(yàn)法和紙筆測驗(yàn)法探究了卷入欺負(fù)行為兒童和未卷入兒童道德概念的垂直空間隱喻的差異及其原因。 實(shí)驗(yàn)1采用內(nèi)隱聯(lián)想測驗(yàn)法，結(jié)果發(fā)現(xiàn)，直接欺負(fù)者和受欺負(fù)者在不相容任務(wù)(道德-下，，不道德-上)的反應(yīng)時(shí)明顯快于相容任務(wù)(道德-上，不道德-下)；間接欺負(fù)者、欺負(fù)-受欺負(fù)者和未卷入者在相容任務(wù)中的反應(yīng)時(shí)明顯快于不相容任務(wù)。 實(shí)驗(yàn)2采用迫選法，明確要求被試把道德詞和不道德詞放在卡通人物的上方或下方，結(jié)果發(fā)現(xiàn)，直接欺負(fù)者和受欺負(fù)者傾向于把道德詞放在垂直空間的下方，而把不道德詞放在上方；間接欺負(fù)者、欺負(fù)-受欺負(fù)者和未卷入者傾向于把道德詞放在上方，而把不道德詞放在下方。 實(shí)驗(yàn)3通過紙筆檢測問卷對實(shí)驗(yàn)1和實(shí)驗(yàn)2的結(jié)果進(jìn)行追因。未卷入者的“道德是上，不道德是下”的概念隱喻是在日常生活中潛移默化形成的；間接欺負(fù)者形成和未卷入者相同的概念隱喻(道德是上，不道德是下)，是因?yàn)檫@類兒童心理水平高，能很好的認(rèn)識(shí)事物的后果；直接欺負(fù)者和受欺負(fù)者形成“道德是下，不道德是上”的概念隱喻，是因?yàn)樗麄儗?dòng)畫人物進(jìn)行了角色投射，并且對于好壞、道德不道德的區(qū)分很模糊；欺負(fù)-受欺負(fù)者雖然形成的道德概念的垂直空間隱喻同未卷入者，但是他們的一些特點(diǎn)類似于直接欺負(fù)者和受欺負(fù)者。此外，至少50%的兒童沒能給出位置(上、下)放置的緣由。 本研究表明：五類兒童的道德概念和垂直空間方位在內(nèi)隱和外顯上存在相同的隱喻聯(lián)結(jié)模式，直接欺負(fù)者和受欺負(fù)者形成了“道德是下，不道德是上”的概念隱喻，間接欺負(fù)者、欺負(fù)-受欺負(fù)者和未卷入者形成了“道德是上，不道德是下”的概念隱喻；直接欺負(fù)者和受欺負(fù)者之所以形成不同于其他三者的隱喻聯(lián)結(jié)，是因?yàn)檫@兩類兒童對道德概念的認(rèn)知存在偏差，并且其認(rèn)知方式也不符合常規(guī)；欺負(fù)-受欺負(fù)者的概念隱喻雖然趨同于未卷入者，但是這類兒童的一些特點(diǎn)類似于直接欺負(fù)兒童和受欺負(fù)兒童。
[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.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.1

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