Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理学报》
Abstract：基于社会分类的直觉理论和群体实体性的观点, 本研究建构了物质性和社会性线索类型。两个子研究结合量化和质化方法, 从社会分类视角探索了3~8岁儿童对群体认知线索的偏好及其发展。研究发现, 3~8岁儿童总体上存在社会性线索偏好, 但其稳定性受到了研究选取的线索样例影响。儿童的社会性线索偏好随年龄增长而提升, 自5~6岁开始更为突出和稳定。上述结果既说明了物质性和社会性线索框架的有效性, 又在引导儿童的积极社会互动方面具有实践价值。
Subjects: Psychology >> Social Psychology Subjects: Psychology >> Developmental Psychology submitted time 2023-05-17
Abstract： Perception of groups develops from an early age. Previous studies focused on groups with perceptual-salient cues like gender and race. As highlighted in the intuitive theories of social categorization, children perceive social groups as natural kinds or serving functional roles of social obligation. However, the priority ofthese two aspects affecting children’s group perception is yet to be explored. Our current research summarized these two aspects into physical-type and societal-type cues. Physical-type cues are identified by perceptual-salient attributes related to people like color, gender, and socioeconomic status (SES). Societal-type cues reflect shared attitudes, beliefs, and values among group members, such as common interests, group belongings, and norms. It has previously been found that children start to endorse prescriptive norms around age five. Therefore, we assume that children’s preferences for societal-type cues will increase across ages 3 to 8, with a critical period of 5 to 6 years of age. Study 1 was tested online. A total of 215 children (108 males) ages 3 to 8 were recruited. Three physical-type and three societal-type cues were paired under nine experimental conditions. Two tasks were conducted in random order between the participants: The Triad ClassificationTask and the Exclusion Task. Both tasksrequired participantsto categorize targets based on one of the two given cues (each represented by one cue-type). In the Triad Classification Task, children needed to select one target from two peers, and in the Exclusion Task, they needed to exclude one target. Study 2 tested 3- to 8-year-old children offline (3- to 4-year-olds: 32 children; 5- to 6-year-olds: 21 children; 7- to 8-year-olds: 20 children). Six cues were combined into two experimental conditions(gender × color × norm vs. SES × common interest × belonging). Children were tested using the Opening Social Categorization Task, in which they categorized eight targets into two groups, and reported the reasons for categorization. Results of the two studies demonstrated that 3-to 8-year-olds could apply physical-type and societal-type cuesto group perception. Specifically, childrenrely more on societal-type cues than physical-type cues as they grow up. The 3- to 4-year-olds preferred societal-type cues in social categorization tasks with two choices (Study 1), and physical-type cues in tasks offering three choices(Study 2). Children aged 5 to 8 displayed preferencesforsocietal-type cuesin the tasks of Study 1, whereasshowed no cue preferences in Study 2. Therefore, for young children (3- to 6- year-olds), their preferencesforsocietal-type cues were sensitive to the number of cues provided in the social categorization tasks, and offline versus online measurements. Moreover, children’s cue-type preferences differed significantly between 3- to 4-year-olds (preferred physical-type cues) and 7- to 8-year-olds(preferredsocietal-type cues). Thus, the critical period for developing a preference for societal cues was 5 to 6 years of age. Thisstudy constructs a new framework of physical-type and societal-type cues to understand children’ssocial categorization and group perception. These two types of cues reflect children’s perceptual and conceptual foundation in theirsocial categorization. Across ages, children’s ability to apply physical-type and societal-type cuessupportsthe intuitive theory of social categorization that children are naturally perceived as groups from two aspects. Physical and societal aspects may be the basic dimensions of group perception. Future research could extend the present findingsto othersocial categories, and more importantly, provide more neurobiological evidence for children’s biases toward societal-type cues.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The intergroup sensitivity effect (ISE) shows that people have more pronounced negative emotional responses and are less likely to respond with acceptance to criticism from outgroup members than to criticism from ingroup members. Although ISE has been confirmed in a variety of group contexts (e.g., country, religion, and gender), many issues still remain to be resolved. For instance, it is still unknown how social interaction may affect the strength of ISE and what its aftereffects may be. Therefore, the first aim of the current study was to assess the applicability of ISE in an inter-group interaction context and examine the effect of intra-individual group identification on ISE. The second aim of the current study was to explore the behavioral aftereffects of ISE and its emotional-behavioral mechanism. Experiment 1a (N = 93) repeated the test of ISE in Chinese participants who identified with a specific college group. Experiment 1b (N = 114) examined the influence of negative group evaluations from different sources (an ingroup critic versus an outgroup critic) on emotion in the context of inter-group interaction with the minimal group. In experiment 2 (N = 137) we explored the influence of negative group evaluations from different sources (an ingroup critic versus an outgroup critic) on emotion by instructing participants to read their school's negative evaluations on college BBS, and we also assessed their group identification. Experiment 3 (N = 138) further tested group-donation behavior as an indicator of positive intragroup behavior to examine the influence of group identification and sources of negative group evaluations (an ingroup critic versus an outgroup critic) on behavioral consequences, while the negative emotions may act as important intermediates in the relationship between the interaction and positive intragroup behavior. The results showed the following: a) We replicated and extended the basic view of ISE and found negative evaluations from outgroup members can cause more intense negative emotional responses than similar evaluations from ingroup members, even within an inter-group interaction context. b) Group identification was found to play a moderate role in ISE: for high-group identification individuals, negative evaluation from outgroup members caused stronger negative emotional responses than from ingroup members, while for those low-group identification individuals, this effect was not significant. c) Group identification performed a mediated moderating role on the influence of different sources of negative group evaluations on negative emotion response and positive intragroup behavior: under high-group-identification condition, sources of negative group evaluations had an indirect positive effect on positive intragroup behavior via emotional responses, whereas under low-group-identification condition, emotional responses did not mediate the relationship between sources of evaluation and positive intragroup behavior. In conclusion, the current work is the first study to explore the intergroup sensitivity effect in China. We examined the influence of negative group evaluation on individual emotion and behavior and its mechanism from the perspective of group identification. This study provides a new theoretical basis and empirical support for the individual's psychological and behavioral response in the inter-group interaction context, and has important implications for future inter-group relationship research. Future research should further explore the dynamic relationship for the change of inter-group attitude and behavior caused by negative group evaluation and the influence of interactions of situational factors and intra-individual factors on intergroup sensitivity effect.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： People can infer personal traits from names and, thus, the impressions of an individual can be influenced by how others perceive his or her name. Previous research has found that people have a distinctive perception of masculine and feminine names. This raises an interesting question: How do people evaluate individuals with opposite gender-oriented names, and how will this evaluation affect interpersonal interaction based on the main two dimensions of social cognition (i.e., warmth and competence). To answer these questions, the first aim of this study was to evaluate the perception of warmth and competence of names within the Chinese context and examine the effects of an individual’s gender and name-gender orientation on impression formation. The second aim was to explore the behavioral aftereffects of evaluation of impressions based on individual’s names.Four studies were conducted to explore the research questions. In Study 1, a total of 100 masculine and feminine names were presented to 176 undergraduate students who were asked to rate these names according to four traits: two traits for each dimension of warmth and competence. In Study 2, 121 undergraduate participants were presented with information about target genders and names. Participants were asked to rate these targets based on warmth and competence. In Study 3a, 136 undergraduate participants were presented with two targets that had masculine or feminine names within the context of imagining going on a trip with them. Furthermore, in Study 3b, 131 undergraduate participants were asked to imagine that they would meet two individuals with different names within the context of finishing a difficult task. Participants in Study 3a and Study 3b were then asked to evaluate these individuals based on their warmth and competence traits and choose one of them as their partner to complete the corresponding activities.The results were as follows: (1) Feminine names were rated higher on warmth than masculine names, and masculine names were rated higher on competence than feminine names; (2) Individuals with gender-consistent names were considered to have the typical characteristics of their gender: women with feminine names were perceived as warmer than women with masculine names, and men with masculine names were perceived more competent than men with feminine names; (3) Individuals with gender-inconsistent names were considered to have the characteristics of the opposite sex: men with feminine names were perceived less competent than women with masculine names, whereas women with masculine names were perceived less warm than men with feminine names; (4) Participants intended to make friends with women whose names were consistent with their gender, and the perception of warmth completely mediated the effect of name-gender orientation on willingness to interact; and 5) Participants preferred to finish difficult tasks with men whose names were consistent with their gender, and the perception of competence completely mediated the effect of name gender orientation on willingness to cooperate. This is the first study to explore how gender and name gender orientation affect individuals’ impressions by applying stereotype content in China. We examined the influence of name gender orientation on individuals’ perceptions about others, as well as their behavior intention and mechanism, from the perspective of the perceiver’s motivation. This study provides new theoretical explanations and empirical support for impression evaluation and interpersonal interaction based on names, and has important implications for future research on the social cognition of names. Further studies should explore the content of gender-ambiguous names and their effects on individuals’ impressions and behavioral aftereffects. The effects of emotional and cognitive processes on names and interpersonal interaction should also be assessed.
Subjects: Psychology >> Social Psychology submitted time 2020-12-23
Abstract： People can infer personal traits from names, and impressions of individual can be influenced by names. It is estimated that male-oriented names and female-oriented names have difference on the perception of the big two fundamental traits: warmth and competence. It raises an interesting question: how people evaluate individuals with opposite gender-oriented names, and what effect does the name have on the individual's interpersonal interaction. To answer these questions, the first aim of the current study was to test the content of gender-oriented names in Chinese context, and examine the effects of name-gender orientation and gender on individual’s impression formation. The second aim of the study was to explore the behavioral aftereffects of names and its evaluation-behavior mechanism. Four studies were carried out to explore this problem. In Study 1, 176 undergraduate participants were presented with 100 gender orientation names, participants were asked to rate names on 4 traits (2 on warmth dimension, 2 on competence dimension). In Study 2, 121 undergraduate participants were presented with information about two subjects, two subjects are of the same sex but different gender orientation names. Participants were asked to rate two subjects on warmth and competence dimension. In Study 3a, 136 undergraduate participants were presented with introductions, which describe two person with different gender orientation names in the context of trip. In Study 3b, 131 undergraduate participants were imagined that they would meet two person with different names in the context of finishing task. Participants in Study 3a and Study 3b were then asked to evaluate subjects on 6 traits (3 on warmth dimension, 3 on competence dimension), and choose one as partner to complete corresponding activities. The results showed that: (1) Female-oriented names were higher on warmth than male-oriented names, male-oriented names were higher on competence than female-oriented names; (2) Individuals with gender-consistent names were considered to have the characteristic of typical male or female: female with female-oriented names were perceived more warmth than female with male-oriented names, and male with male-oriented names were perceived more competence than man with female-oriented names; (3) Individuals with gender-inconsistent names were considered to have the characteristics of the opposite sex: male with female-oriented names were perceived more warm than female with male-oriented names, female with male-oriented names were perceived more competence than male with female-oriented names; (4) Participants intended to make friends with female subjects whose name is consistent with gender, and trait warmth totally mediated the impact of gender-oriented names on willingness to interact; Participants intended to finish task with male whose name is consistent with gender, and trait competence totally mediated the impact of gender-oriented names on willingness to cooperate. In conclusion, the current study is the first to explore gender-oriented names and gender on impression of name owners by applying the content of stereotype, and examines the influence of gender-oriented names on individual impression and behavior intention and its mechanism from the perspective of social motivation. This study provides new theoretical basis and empirical support for impression evaluation and interpersonal interaction based on names, and has important implications for the future research about name social cognition. Future research should explore the content of gender-ambiguous names and its’ effects on individual’s impression and behavior aftereffects, and combine emotion and cognition to examine the influence of names on interpersonal interaction. "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2020-05-16
Abstract： " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2020-03-28
Abstract： Research about face recognition shows that people are better at recognizing faces of their own groups (e.g. race, sex, and age) compared to faces of other groups. In recent years, researchers have conducted experiments to explore such own-group biases in face recognition. Two competing theoretical explanations for this Own Group Bias are the Perceptual Expertise Hypothesis and the Social-Cognitive Approach. We propose an new model based on an integration of these two approaches: the Categorization-Individuation Model and Dual-Route Approach, and explored its neural mechanisms, implications for cognitive processing, and sensitivity to factors such as perceivers, targets, and evaluationtasks. Important future directions include improving the ecological validity of the study, putting forward with a comprehensive theoretical model and strengthening cross-cultural comparative studies.
Peer Review Status:Awaiting Review
Subjects: Other Disciplines >> Synthetic discipline submitted time 2017-03-08 Cooperative journals: 《中国科学院院刊》
Abstract：文化认同是人们对于文化的倾向性共识与认可，包括文化形式认同、文化规范认同、文化价值认同三个层次。中国人的文化认同是中华民族安身立命之本，也是实现伟大复兴的文化心理基础。文化认同的本质是价值认同，对于文化认同的理论解释主要有发展心理学的个体发展观、社会心理学的社会认同理论、跨文化心理学的文化适应观以及政治心理学领域的意识形态观。当代中国人的文化认同具有鲜明的时代特点，表现为群际分化与多元化、中国传统文化认同回升、社会主义核心价值观认同强化、现代性色彩及全球化意识相伴随。从社会心理学视角来看，健全中国人的自我认同、坚守社会主义核心价值观、促进双文化认同整合、凸显“中国人”的身份角色是当代中国人文化认同健康发展的可行路径。
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