裕固族中学生族群认同的容器隐喻和差序格局

doi:10.3724/SP.J.1041.2025.0428

摘要/Abstract

摘要：

中华民族共同体是各民族在族群认同基础上建构的高层次共同内群体, 其内部认同存在层次性。通过3个实验考察处在族群边缘的裕固族中学生族群认同的容器隐喻、差序格局及影响因素。实验1采用空间Stroop范式, 发现裕固族中学生对本民族、本地其他民族、国内其他民族名称呈现在圈内反应显著快于呈现在圈外, 对国外民族名称呈现在圈内反应显著慢于呈现在圈外, 对民族名称反应从快到慢依次是本民族、本地其他民族、国内其他民族、国外民族, 说明裕固族中学生已经建构了高层次共同内群体——“中华民族共同体”, 且呈现出认同的差序格局。实验2采用图形分类任务, 发现裕固族中学生倾向采用同一图形标记裕固族、藏族、汉族和蒙古族, 表明在认知层面, 族际接触水平和宗教信仰是主要影响因素, 族群中心地位和族源关系起一定作用, 民族语言作用较小。实验3采用街道距离测验, 发现裕固族中学生倾向把与自己家更近房子分配给蒙古族和藏族, 表明在情感态度层面, 影响族群认同差序格局的主要因素与认知层面基本一致。这表明, 族际接触水平和宗教信仰是影响裕固族中学生族群认同差序格局的最主要因素。

关键词: 裕固族, 族群认同, 容器隐喻, 差序格局, 中华民族共同体

Abstract:

The community of the Chinese nation represents a high-level shared group constructed by various ethnicities on the foundation of ethnic identity, which itself exhibits a hierarchical structure. The ethnic identity of marginal ethnic groups arises through complex processes of change, leading to varying levels of consciousness regarding the community of the Chinese nation. The Yugur people, associated with Mongolian and Uyghur origins but significantly influenced by Tibetan and Han cultures, offer a unique perspective due to their marginal characteristics and spatially intertwined multi-ethnic living patterns. These characteristics make the Yugur population a valuable subject for investigating the formation and development of the community for the Chinese nation. This study examined the container metaphor, the differential mode of association, and the factors influencing the ethnic identity of Yugur middle school students from marginal ethnic groups. The findings aim to provide a theoretical basis for strategies to strengthen awareness of the Chinese nation’s community.

Three experiments were conducted to investigate the ethnic identity of Yugur middle school students. In Experiment 1, the spatial Stroop paradigm was applied to examine the container metaphor and the differential mode of association in their ethnic identity, involving 117 participants (M_age = 15.32 ± 1.64 years). Upon confirming the existence of these phenomena, Mongolian, Tibetan, Han, Uyghur, and Hui ethnic groups were selected as experimental materials to explore the influences of inter-ethnic contact, ethnic origin relationships, language, and religion on the differential mode of association for ethnic identity. Experiment 2 (N = 146, M_age = 15.04 ± 1.76 years) employed a graphic classification task to investigate ethnic cognition, while Experiment 3 (N = 188, M_age = 14.79 ± 1.78 years) utilized a street distance test to examine ethnic emotion.

The results of Experiment 1 demonstrated that Yugur middle school students responded significantly faster to the names of their own ethnic group, other local ethnic groups, and other ethnic groups in China when presented inside a circle compared to outside it. Conversely, responses to the names of foreign ethnic groups were significantly slower when presented inside the circle than outside. The reaction times from fastest to slowest were observed for their own ethnic group, other local ethnic groups, other ethnic groups in China, and foreign ethnic groups. These findings indicated that Yugur middle school students have constructed a high-level common ingroup, the “community for the Chinese nation,” and an internal differential mode of association in ethnic identity encompassing their own ethnic group, other local ethnic groups, and other ethnic groups in China. Experiment 2 revealed that students tended to use the same graphical representation for Yugur, Tibetan, Han, and Mongolian ethnic groups, suggesting that inter-ethnic contact and religious belief were primary influencing factors at the cognitive level of ethnic identity. Ethnic origin played a moderate role, while minority language exerted minimal influence. Experiment 3 indicated that students were more likely to assign houses closer to their own home to Mongolian and Tibetan groups, highlighting that religious belief and inter-ethnic contact were key factors influencing the emotional and behavioral levels of ethnic identity, with ethnic origin playing a secondary role and minority language having a minor impact.

In summary, Yugur middle school students have formed a high-level common ingroup, the “community for the Chinese nation,” and an internal differential mode of association in their ethnic identity. Religious belief and inter-ethnic contact emerged as the most significant factors shaping this differential mode of association, particularly among marginalized ethnic groups.

Key words: Yugur, ethnic identity, container metaphor, the differential mode of association, community for the Chinese nation

中图分类号:

邓碧琳, 王婷, 张积家, 刘显翠, 刘莎. (2025). 裕固族中学生族群认同的容器隐喻和差序格局. 心理学报, 57(3), 428-446.

DENG Bilin, WANG Ting, ZHANG Jijia, LIU Xiancui, LIU Sha. (2025). The container metaphor and differential mode of association of ethnic identity among Yugur middle school students. Acta Psychologica Sinica, 57(3), 428-446.

图/表 15

图1 民族名称与圆圈的位置关系

图2 实验1流程图

表1 不同位置民族名称判断的平均反应时(ms)和平均错误率(%)

呈现位置	本民族名称		当地其他民族名称		国内其他民族名称		国外民族名称
呈现位置	反应时	错误率	反应时	错误率	反应时	错误率	反应时	错误率
圈内	677(115)	1.62(5.33)	730(87)	1.80(3.80)	787(100)	4.09(6.49)	860(96)	6.51(8.01)
圈外	737(98)	1.63(5.36)	769(88)	1.97(4.31)	825(91)	3.43(5.97)	807(100)	6.29(8.27)

图3 不同民族名称判断的平均反应时(ms)

表2 各民族与裕固族的关系

民族	族际接触水平	族源	宗教信仰	语言
蒙古族	高	相关	相同	母语部分相似, 共同使用汉语、汉字
维吾尔族	中	相关	不同	母语部分相似, 共同使用汉语、汉字
藏族	高	不相关	相同	母语不同, 共同使用汉语、汉字
回族	低	不相关	不同	共同使用汉语、汉字
汉族	中	不相关	无	共同使用汉语、汉字

图4 图形分类任务示意图

图5 不同民族图形分类的平均分

图6 不同语言区被试对族源相关民族图形分类的平均分

图7 不同族际接触水平民族图形分类的平均分

图8 不同宗教信仰民族的图形分类平均分

图9 街道距离测验示意图

图10 不同民族街道距离测验的平均分

图11 不同语言区被试对族源相关民族街道距离测试平均分

图12 不同族际接触水平民族街道距离测验的平均分

图13 不同宗教信仰民族街道距离测验平均分

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