摘要
自我既是认知结构也是社会结构。符号互动理论关注自我的社会结构,强调社会环境在个体自我形成发展过程中起着重要作用,提出镜像自我这一概念用以强调人际交互中的他人观点在自我概念形成中的作用。反思自我评价作为镜像自我的核心要素,指个体对于他人如何看待自己的知觉。在已有研究中,研究者更为关注反思自我评价的功能、准确性及其形成机制。也有学者关注自我的认知结构,认为人们对自身的看法是一个复杂而高度有组织的知识结构,提出自我图式概念用以指代那些人们认为具有特定自我含义以及具有高度确定性的特性。作为自我的一部分,本研究假设反思自我评价既具有社会特性,同样也具有层次结构性,可以从认知角度对其研究。
本研究借鉴自我参照研究范式,系统地探讨了对不同他人反思自我评价的记忆效应及其认知神经机制。研究一通过实验1至实验3分别考察了青少年期、青年初期和成年初期三个年龄阶段的个体对三类不同具体他人反思自我评价的记忆效应。研究二通过实验4至实验6分别考察了青少年期、青年初期和成年初期三个年龄阶段的个体对三类概括化他人反思自我评价的记忆效应。基于研究一和研究二的结果,研究三采用事件相关电位(ERP)技术,通过实验7和实验8探讨了反思自我评价的认知神经机制。
研究一主要探讨了对三类不同具体他人反思自我评价的记忆效应。实验1以12-14岁初中生为被试,探讨对母亲、具体好朋友和具体不熟悉同学反思自我评价的记忆效应,结果发现,青少年期个体对母亲和具体好朋友反思自我评价记忆成绩显著好于具体不熟悉同学的记忆成绩。实验2以15-17岁高中生为被试,结果发现,青年初期个体对具体好朋友、母亲和具体不熟悉同学反思自我评价的记忆成绩呈依次递减趋势。实验3以19-26岁大学阶段学生为被试,结果发现,成年初期个体对具体好朋友反思自我评价记忆成绩显著优于母亲和具体不熟悉同学加工条件下的记忆成绩。
在自我发展过程中,随着个体社会化的进程,个体将某一类别的诸多具体他人或群体加以整合,形成“概括化他人”。研究一发现对不同具体他人反思自我评价存在记忆优势效应,那么,对不同概括化他人反思自我评价是否同具体他人一样,存在记忆优势效应呢?研究二主要探讨了个体对三类概括化他人反思自我评价的记忆效应。实验4以12-14岁初中生为被试,探讨对家人、好朋友和不熟悉同学三类概括化他人反思自我评价的记忆效应,结果发现,青少年期个体对家人和好朋友反思自我评价记忆成绩好于不熟悉同学加工条件下的记忆成绩。实验5以15-17岁高中生为被试,结果发现,青年初期个体对好朋友、家人和不熟悉同学反思自我评价的记忆成绩呈依次递减趋势。实验6以18-22岁大学生为被试,结果发现成年初期个体对好朋友反思自我评价成绩显著优于家人和不熟悉同学加工条件下的记忆成绩。
研究三采用事件相关电位(ERP)技术,探讨了个体反思自我评价的认知神经机制。实验7考察了对母亲、好朋友和不熟悉同学三类具体他人反思自我评价的神经机制,结果发现,母亲反思自我评价加工诱发了更大的N2波幅,具体好朋友加工条件诱发了更大的P3波幅。实验8考察了对家人、好朋友和不熟悉同学三类概括化他人反思自我评价的神经机制,结果发现,不熟悉同学反思自我评价加工诱发了更大的N2波幅,家人加工条件诱发了更大的P3波幅。
综合而言,本研究主要发现：
1无论是具体他人还是概括化他人,对不同他人反思自我评价存在记忆优势效应。
2处于不同发展阶段的个体,对不同他人反思自我评价的记忆优势效应不同；随着年龄的增长,个体对家人(母亲)反思自我评价的记忆优势表现出分离效应。
3个体进行不同他人反思自我评价加工时,可能存在两个加工阶段,首先是对不同他人的早期注意偏向加工阶段,随后是注意晚期指向自我的注意分配加工阶段。
本研究从镜像自我的核心要素——反思自我评价——切入,基于行为数据和脑电数据结果,认为个体可能具有镜像自我图式,并对镜像自我图式的性质做了初步探讨,可能具有如下性质：(1)镜像自我图式具有结构层次性,表现为对不同他人反思自我评价的记忆效应不同。(2)镜像自我图式遵循重要性原则,他人对个体越重要,对个体自我概念的影响越大,其在镜像自我图式中越紧密。(3)镜像自我图式具有动态开放性,个体处于不同的发展阶段,他人对个体的重要性不同,其在镜像自我图式中的位置也会发生相应的变化。
反思自我评价是一个涉及人格、认知、文化与社会等多种因素的复杂心理现象。本研究只是对反思自我评价的认知结构进行了初步研究,还有许多问题需要多角度、多方法地进行深入探讨。
Self is cognitive structure and social structure as well. Symbolic interaction theory, which concerns the social structure of the self and emphasize the important role social environment takes in the process of formation and development of individual self, puts forward the looking-glass self for the sake of highlighting the importance others'opinions has on the formation of self concept during interpersonal interaction. Reflected self-appraisals, as the core elements of looking-glass self, is point to perception of oneself about how others see himself. In previous studies, the researchers are more concerned about the function, accuracy and formation mechanism of the reflected self-appraisals.
Some researchers also concern about cognitive structure of the self, referring people's view of their own as a complex and highly organized structure of knowledge and putting forward self-scheme used to refer to those characteristics which are said to have specific meaning and high certainty. This research assumes that reflected self-appraisals has both social features and hierarchical structure so it can studied from the cognitive perspective. This research, using self-referential processing task, first discusses memory effect and neural mechanism of reflected self-appraisals.
Study one investigated memory effects of reflected self-appraisals of individuals from three stages of adolescence, early youth and early adulthood. By using junior high school students from12 to14years old, experiment one investigated memory effect of reflected self-appraisals when facing mother, specific friend and unfamiliar students and found that the reflected self-appraisals scores of first two stimuli is significantly higher than the last one. The subjects of the experiment two are high school students about15-17years old and the results showed that the memory scores of the early youth is significantly decrease by the sequence of specific friend, mother, and unfamiliar students. Experiment three used university students from19to26years old, and the results showed that memory scores of reflected self-appraisals of early adulthood to good friends is significantly better than to the mother and specific unfamiliar students.
During the development of the self, as the process of individual socialization, one will integrate specific others or group of one type to form generalized others. Study one found memory advantage effects to different specific others, then how about the different generalized others? Study two investigated memory effects of reflected self-appraisals of individuals from three stages of adolescence, early youth and early adulthood. It used junior high school students of12to14years old to discuss memory effects of generalized reflected self-appraisals when facing mother, specific friend and unfamiliar students and found that the reflected self-appraisals scores of first two stimuli is significantly higher than the last one. The subjects of the experiment five are high school students about15-17years old and the results showed that the memory scores of the early youth is significantly decrease by the sequence of specific friend, mother, and unfamiliar students. Experiment six used university students from18to22years old, and the results showed that memory scores of reflected self-appraisals of early adulthood to good friends is significantly better than to the mother and specific unfamiliar students.
Study three adopted event related potential (ERP) technology to discuss cognitive neural mechanism of reflected self-appraisals of early adulthood. The experiment seven discussed neural mechanism of reflected self-appraisals when facing specific object of mother, friend and unfamiliar students and found that processing of mother triggered greater N2amplitude and specific good friends greater P3amplitude. The experiment eight discussed neural mechanism of reflected self-appraisals when facing generalized object of mother, friend and unfamiliar students and found that processing of unfamiliar students triggered greater N2amplitude, and processing of family greater P3amplitude.
Overall speaking, the findings of this study mainly conclude:
1Whether it is specific others or generalized others, there is a memory advantage of reflected self-appraisals to different people.
2The memory effect of individuals in different development phases is different and as the growth of the age, it shows separation effect.
3The process of reflected self-appraisals to different people may exits two stages:the first is the processing stage of early attention deviation and then is attention distribution in the late stage of attention.
This study started from the core elements of looking glass self to reflected self-appraisals. Based on behavior data and ERP data, it suggests that individuals may have looking-glass self-scheme, and through the preliminary discussion, it has the following properties:
First, the structure of looking-glass self-scheme has different levels, different memory effect of reflected self-appraisals to different others.
Second, looking-glass self-scheme follows the materiality principle, the greater influence on individual self concept, the more important to individual himself and more closely the others have in his looking-glass self-scheme.
Third, looking-glass self-scheme is dynamic and open, and different stages of development has different importance sequence, so it is with the position of looking-glass self-scheme.
Reflected self-appraisals is a complex subject involving cognition, personality, cultural and social psychological phenomenon. This study only preliminarily reflected the cognitive structure of reflected self-appraisals, and there are many problems waiting for further discussion with multiple perspectives and methods.
引文
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