内藏班高中生对国内外民族的容器隐喻、群际态度和助人倾向

doi:10.3724/SP.J.1041.2022.01366

摘要/Abstract

摘要：

中华民族共同体作为一种高层级的共同内群体, 性质复杂、构成多元。将中华民族共同体和共同内群体认同模型相结合, 是研究中华民族共同体认同的有效途径。本研究以国内不同民族及其成员表征中华民族共同内群体, 以国外不同民族及其成员表征共同外群体, 通过3个实验考察内藏班高中生对国内外民族的容器隐喻、群际态度和助人倾向。实验1采用空间Stroop范式, 发现国内民族人名呈现在圈内的反应时显著短于呈现在圈外时, 国外民族人名呈现在圈外时的反应时显著短于呈现在圈内时, 说明内藏班高中生已经建构了中华民族共同内群体认知, 将国内民族成员置于容器内, 将国外民族成员置于容器外; 实验2通过启动Stroop范式发现, 当启动词是国内民族名称时, 对积极词的词性判断反应时显著短于对消极词; 当启动词是国外民族名称时, 对消极词的词性判断反应时显著短于对积极词, 说明内藏班高中生对国内民族存在着共同内群体偏爱, 对国外民族存在着共同外群体偏见; 实验3采用金钱和时间助人任务, 发现内藏班高中生捐赠给国内民族成员的金钱和时间均显著多于国外民族成员, 说明内藏班高中生对国内民族成员具有更强的助人意愿。整个研究表明, 具有丰富的跨民族交往、跨文化生活经验的内藏班高中生在共同内群体认知、共同内群体偏爱和对共同内群体成员的帮助倾向上, 均展现出对中华民族共同体的认同。

关键词: 内藏班高中生, 中华民族共同体, 容器隐喻, 群际态度, 助人倾向

Abstract:

As a common ingroup, the Chinese nation community has unique characteristics. First, its properties are complex. Second, as an entity, it has various components. However, previous studies focused more on macro analysis, theoretical generalizations, and policy interpretations and less on microscopic arguments and empirical studies. Therefore, an empirical study on the identity of the Chinese nation community must be carried out. This study employs senior high school students who grew up in Tibetan areas and are current hinterland senior high school students to participate in three experiments. The most special characteristic of Tibetan students is their experiences on cross-ethnic communication and cross-cultural life.

In Experiment 1, 50 Tibetan students in hinterland senior high school were employed as subjects. The relationship of the container and the community for the Chinese nation was investigated through the Spatial Stroop Paradigm. In Experiment 2, 50 Tibetan students were also employed as subjects. The Emotional Stroop Paradigm was used to explore the attitude of Tibetan students toward domestic and foreign ethnic groups. In Experiment 3, 320 Tibetan students were employed. Situational tasks of Money Helps and Time Helps were used to test the willingness to help someone from the domestic ethnic group or foreign ethnic group.

Experiment 1 exhibited that the reaction time was significantly shorter when a domestic name appeared in the circle or a foreign name appeared outside the circle, which revealed that Tibetan students constructed the community for the Chinese nation as a container, placed the domestic ethnic groups in the container, and placed the foreign ethnic groups outside the container. Experiment 2 unveiled that the judgment reaction time of the positive target word was significantly shorter when the prime word was a domestic ethnic group name, and the judgment reaction time of the negative target word was significantly shorter when the prime word was a foreign ethnic group name, indicating that Tibetan students preferred the domestic ethnic groups and prejudiced the foreign ethnic groups. Experiment 3 showed that Tibetan students donated more money and time to someone from the domestic ethnic group who needed help, signifying that Tibetan students in hinterland senior high school had a stronger willingness to help domestic ethnic groups.

This study suggests that Tibetan students in hinterland senior high school with rich experience on cross-ethnic communication and cross-cultural life constructed the Community for the Chinese nation as a container, and placed domestic ethnic groups in the container. Conclusively, Tibetan students had varying attitudes and different levels of help willingness toward domestic and foreign ethnic groups.

Key words: Tibetan students in hinterland senior high school, community for the Chinese nation, container metaphor, intergroup attitude, helping tendency

中图分类号:

B849: C91

孟乐, 叶灿, 王佳佳, 张积家. (2022). 内藏班高中生对国内外民族的容器隐喻、群际态度和助人倾向. 心理学报, 54(11), 1366-1380.

MENG Le, YE Can, WANG Jijia, ZHANG Jijia. (2022). Container metaphor, intergroup attitude, and helping tendency toward domestic and foreign ethnic groups of Tibetan students in hinterland senior high school. Acta Psychologica Sinica, 54(11), 1366-1380.

图/表 7

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人名与圆圈的相对位置	国内民族人名		国外民族人名
人名与圆圈的相对位置	反应时	错误率	反应时	错误率
圆圈内	615 (88)	0.02 (0.02)	681 (81)	0.06 (0.06)
圆圈外	663 (75)	0.05 (0.03)	624 (64)	0.06 (0.07)

人名与圆圈的相对位置	国内民族人名		国外民族人名
人名与圆圈的相对位置	反应时	错误率	反应时	错误率
圆圈内	615 (88)	0.02 (0.02)	681 (81)	0.06 (0.06)
圆圈外	663 (75)	0.05 (0.03)	624 (64)	0.06 (0.07)

目标词类型	材料举例	笔画数	熟悉度	效价
积极词	英勇友好	17.55 (3.99)	4.38 (0.58)	6.05 (0.80)
消极词	凶恶卑鄙	19.87 (4.80)	4.45 (0.57)	2.76 (1.01)

目标词类型	材料举例	笔画数	熟悉度	效价
积极词	英勇友好	17.55 (3.99)	4.38 (0.58)	6.05 (0.80)
消极词	凶恶卑鄙	19.87 (4.80)	4.45 (0.57)	2.76 (1.01)

目标词类型	国内民族名称		国外民族名称
目标词类型	反应时	错误率	反应时	错误率
积极词	677 (80)	0.05 (0.06)	821 (126)	0.08 (0.03)
消极词	893 (106)	0.12 (0.02)	702 (80)	0.05 (0.04)