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挫折情境下不同心理彈性者的解釋偏向和判斷偏向

發(fā)布時(shí)間:2018-11-21 13:24
【摘要】:人們對(duì)信息的加工是一個(gè)循環(huán)的過(guò)程而非是直線過(guò)程,每一個(gè)認(rèn)知階段都可能出現(xiàn)偏向。在高壓或逆境環(huán)境下,人們對(duì)一些含糊不清或模棱兩可的信息進(jìn)行加工時(shí),其認(rèn)知加工方式存在著不同方向性的傾向(積極傾向或消極傾向)。當(dāng)人們?cè)庥隼Ь?危機(jī)時(shí),心理彈性對(duì)個(gè)體具有調(diào)節(jié)作用,影響著個(gè)體對(duì)內(nèi)外界刺激信息的認(rèn)知。因此,研究大學(xué)生心理彈性的認(rèn)知特點(diǎn)可以幫助大學(xué)生正確地認(rèn)識(shí)壓力及逆境,形成一種積極的態(tài)度和評(píng)價(jià),為心理彈性水平低的個(gè)體在心理輔導(dǎo)及心理干預(yù)方面提供實(shí)證證據(jù)及理論指導(dǎo)。本研究采用大學(xué)生心理彈性問(wèn)卷(CD-RISC),以心理彈性得分高低端各27%的被試參加實(shí)驗(yàn),使用模糊情境范式考察不同心理彈性者的解釋偏向及判斷偏向。實(shí)驗(yàn)一以簡(jiǎn)短句子為模糊信息材料,以此探討在挫折情境中不同心理彈性者的解釋偏向及判斷偏向的認(rèn)知特點(diǎn)及二者之間的關(guān)系;實(shí)驗(yàn)二以人物頭部背面圖片作為模糊信息材料,進(jìn)一步探討解釋偏向與判斷偏向的內(nèi)在認(rèn)知方式,有助于豐富、充實(shí)及完善認(rèn)知加工偏向的理論研究。通過(guò)實(shí)驗(yàn)一與實(shí)驗(yàn)二,得出了以下結(jié)論:(1)在模糊信息(簡(jiǎn)短句子)條件下,無(wú)論有無(wú)挫折情境高心理彈性者對(duì)模糊信息均表現(xiàn)出積極解釋偏向和積極判斷偏向。在挫折情境下低心理彈性者對(duì)模糊信息存在著消極解釋偏向和消極判斷偏向。(2)在模糊圖片(人物頭部背面圖片)下,無(wú)論有無(wú)挫折情境無(wú)信息線索提示下,高、低心理彈性者都沒(méi)有表現(xiàn)出明顯的判斷偏向;但加入信息線索提示后,高心理彈性者對(duì)模糊圖片均表現(xiàn)出積極判斷偏向和積極解釋偏向,而有挫折情境下低心理彈性者對(duì)模糊圖片存在著消極解釋偏向和消極判斷偏向。(3)高、低心理彈性者在信息加工解釋階段與判斷階段的認(rèn)知加工方式具有內(nèi)在一致性。
[Abstract]:The processing of information is a circular process rather than a linear process. Under high pressure or adverse circumstances, when people process some ambiguous or ambiguous information, their cognitive processing methods have different directional tendencies (positive or negative). When people encounter difficulties / crises, psychological elasticity regulates individuals and affects the cognition of internal and external stimuli. Therefore, studying the cognitive characteristics of college students' psychological elasticity can help them to understand pressure and adversity correctly and form a positive attitude and evaluation. To provide empirical evidence and theoretical guidance for individuals with low level of psychological elasticity in psychological counseling and psychological intervention. In this study, college students' mental resilience questionnaire (CD-RISC) was used to investigate the interpretation bias and judgment bias of the subjects with different mental resilience using fuzzy situational paradigm, with 27% of the subjects participating in the experiment. In experiment one, short sentences are used as fuzzy information materials to explore the cognitive characteristics of interpretation bias and judgment bias and the relationship between them in frustration situations. In experiment two, the image of the back of the head of the character is used as the fuzzy information material to further explore the internal cognitive mode of the interpretation bias and the judgment bias, which is helpful to enrich, enrich and perfect the theoretical research on the cognitive processing bias. By experiment 1 and experiment 2, the following conclusions are obtained: (1) under the condition of fuzzy information (short sentence), those with high psychological flexibility show positive interpretation bias and positive judgment bias to fuzzy information, regardless of whether there are setbacks or not. In frustration situation, there were negative interpretation bias and negative judgment bias to fuzzy information. (2) under fuzzy picture (figure head back picture), whether there was frustration situation or not without information clue, it was high. Those with low psychological flexibility did not show obvious judgment bias; However, after adding information cues, the subjects with high psychological flexibility showed positive judgment bias and positive interpretation bias towards fuzzy images. However, there is a negative interpretation bias and a negative judgment bias to the fuzzy picture in the low resilience group. (3) the cognitive processing style of the low psychological flexibility group in the information processing interpretation stage is consistent with that in the judgment stage. (3) the cognitive processing style of the low psychological flexibility group is consistent with that of the information processing interpretation stage and the judgment stage.
【學(xué)位授予單位】:寧夏大學(xué)
【學(xué)位級(jí)別】:碩士
【學(xué)位授予年份】:2017
【分類號(hào)】:B842

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