大学生记忆的自我与专业参照效应:专业认同的作用

群体参照效应研究证实社会群体身份及内群体认同对记忆的参照加工具有重要作用。以往研究从大学生的多重社会群体身份角度探讨了内群体记忆加工优势,却忽视了其另一重要群体身份划分标准——专业。本研究结合自我和群体参照范式,设置多个参照条件(自我、专业内群体、专业外群体、语义),从专业身份这一新视角考察大学生记忆的自我与专业参照效应以及专业认同的作用,并对比个体自我与群体自我之间的差异。结果发现:(1)参照自我和专业内群体时的记忆成绩优于参照其他编码条件;(2)相比专业参照,自我参照的记忆效果更佳;(3)专业认同度越高,对专业内群体信息记忆越好。结果提示,大学生的记忆存在自我和专业参照效应,但自我参照效应更强;专业认同是专业参照效应强弱的影响因素之一。     

社会身份重要性和社会认同对群体参照效应的影响

研究选取四个参照条件（国家、民族、性别、职业）,探讨个体内部的社会身份重要性、以及个体对其不同社会身份的社会认同度对群体参照效应的影响。结果表明,在个体内部,社会身份重要性越重要,相应的群体参照效应也越大,而社会认同的高低对群体参照效应的大小没有显著影响。这表明在个体的自我内部,不同的社会身份是按照重要性来排列,越重要身份越靠近个体自我概念的核心,而且这种重要性也影响着集体自我相关信息的认知加工。     

中国人的群体参照记忆效应

在自我参照效应范式中加入参照认同群体加工任务,比较了中国被试在参照中国人和参照美国人进行记忆加工时的再认率及“记得”与“知道”判断的成绩。两项实验结果一致表明,参照中国人加工的再认成绩显著高于参照美国人,表明记忆加工的认同群体参照效应,而在“记得”与“知道”指标上并无差异;参照中国人加工的再认成绩和“记得”判断成绩显著低于自我参照加工。根据个体自我、关系自我和集体自我的分类方法,自我参照效应反映了个体自我对于记忆加工的影响,群体参照效应则主要反映了集体自我的影响     

探索自我参照的新视角——社会认同与群体参照的比较

采用四个子实验通过社会认同与群体参照的比较来探讨二者的关系。结果表明:自尊和抑郁对社会认同影响很大,但很少影响群体参照效应;控制自尊和抑郁两种人格特质的影响之前,社会认同与群体参照的变化一致——"认同的一定记得住";控制自尊和抑郁两种人格特质的影响之后,社会认同与群体参照的变化出现了分离——"认同的不一定记得住"。     

错误记忆的自我参照效应：易化的作用

采用DRM范式,设置三种参照对象条件（自我、他人和中性参照）,考察错误记忆是否存在自我参照效应。结果发现：（1）与正确记忆一样,错误记忆中亦存在自我参照效应;（2）无论是正确记忆还是错误记忆,自我参照条件下的回忆成分均显著多于他人参照和中性参照,但熟悉性成分在三种不同参照对象条件下没有显著差异;（3）当词表中学习项目由分组呈现变为随机呈现时,错误记忆的自我参照效应仍稳定存在。结果揭示,自我参照效在促进正确记忆的同时,亦可易化错误记忆效应。     

自我建构对内群体、外群体参照效应的影响

内群体身份被视为群体自我,也存在与个体自我类似的信息精细加工效应,并受到文化的影响。自我建构是文化在个体层面的体现,本研究通过两个实验考察自我建构内、外群体参照信息加工的作用。实验1选用记忆参照实验,实验2选用提取诱发遗忘实验,通过代词圈点法启动自我建构,两个实验共同发现：独立自我建构启动时,存在内群参照效应;而互依自我建构启动条件下,内群体信息加工优势消失,没有出现内群参照效应。     

音乐情境中自我参照加工的时间特征：来自ERPs的证据

采用事件相关电位技术, 考察在有情境条件下不同层面的自我参照加工的特性及其神经机制。实验发现,在两种音乐情境条件下个体自我参展刺激所激发的P300波幅比集体自我参照刺激和非自我刺激更大,而集体自我参照刺激所激发的P300波幅比非自我刺激更大;两种音乐情境条件下个体自我参照刺激所激发的P300波幅差异显著,而集体自我参照刺激所激发的P300波幅差异不显著。研究结果表明了在不同的情境中,个体自我参照加工的差异较大,表现出不稳定的特征;个体自我参照加工与集体自我参照加工的神经机制是不同的。这些结果还可能表明了相对于集体自我来讲,个体自我是自我的核心层面。     

社会认同对集体行动的作用：群体情绪与效能路径*

为探究多元社会认同如何通过群体情绪、自我和群体效能路径,影响现实或网络集体行动参与,研究者分别以中日撞船事件、利比亚事件和就业性别歧视现象为背景蓝本,开展问卷调查和实验研究,结果发现：群体愤怒情绪主要对现实集体行动有显著影响,效能感对现实和网络集体行动皆有显著影响;与事件相关的、更大范畴的社会类别认同,通过情绪路径或效能路径影响集体行动参与,与集体行动组织方的认同则只通过效能路径影响集体行动参与;两类社会认同与两条路径之间是调节而非中介关系。不同事件背景与不同行动场域下的综合分析表明网络集体行动参与决策更具工具理性特征。     

儿童性别认同的发展及其对社会适应的影响

儿童性别认同是儿童社会化的重要内容,性别认同与儿童社会适应的关系一直备受关注。随着研究的不断深入,性别认同的概念和衡量标准也变得越来越丰富。近年来,研究者开始从双重身份认同的视角探索性别认同,分别考察同性性别群体认同和异性性别群体认同。关于性别认同对儿童社会适应的影响,现有研究重点探究了自我适应与人际适应两个方面的结果。未来研究应进一步探索儿童内隐与外显性别认同之间的联系、不同性别认同类型与社会适应之间的关系,重视对低同性性别群体认同儿童社会适应的干预。     

群体参照记忆效应的元分析

采用元分析技术对2002年以来关于群体参照记忆效应的10篇文献进行了汇总分析,结果表明:参照内群体对材料进行加工的记忆成绩优于外群体参照加工、一般他人(不包括亲密他人)参照加工以及语义加工,从而证实了群体参照效应的普遍性,但其成绩不及自我参照加工;群体类型/属性对于群体参照效应存在着影响,参照亲密内群体和任务内群体进行记忆加工所产生的群体参照效应强于参照非紧密联系内群体和社会类属内群体,且与自我参照加工产生了同等的记忆优势。     

What do I gain from joining crowds? Does self‐expansion help to explain the relationship between identity fusion,group efficacy and collective action?

Four studies were carried out to examine how identity fusion, self‐ and group efficacy, and collective action are related and what role self‐expansion plays in these relationships. In the pilot study, participants recalled their experience of participating in mass gatherings. The three other studies were conducted during mass gatherings organized for collective purposes: a music concert (Study 1), a bicycle activist event (Study 2), and Equality Days (Study 3). The results showed (a) a significant positive relationship between personal and group identity fusion, self‐expansion, and self‐efficacy (Study 1); (b) a significant mediating effect of self‐expansion on the relationship between personal and group identity fusion and group efficacy (Studies 1 and 2); and (c) a significant mediating effect of self‐ expansion and group efficacy on the relationship between identity fusion and collective action tendency (Studies 2 and 3).     

跨情境下集群行为的动因机制

群体性事件是当下我国典型的集群行为。本研究通过实验室情景设计的方法, 考察了跨情境下群体相对剥夺如何通过群体认同作用于集群行为, 及群体愤怒和群体效能对集群行为的影响。结果表明：1) 同一触发情境下, 群体认同调节群体相对剥夺－集群行为(意向)之间的关系。一般群体认同凸显的个体在高群体相对剥夺水平下有更强烈的集群行为参与(意向)。这源自群体认同对群体相对剥夺不同水平下群体效能与集群行为意向之间的二次调节。对于特定群体认同凸显的个体, 无论群体相对剥夺水平的高低, 都有较高的集群行为参与(意向)。这当中, 群体愤怒起到了部分中介的作用。2) 不同触发情境下, 群体认同对群体相对剥夺与集群行为意向的调节作用出现差异。该调节作用仅出现在利益无关情境中。此外, 群体愤怒与群体效能对集群行为意向的影响在不同情境下有区别：在利益无关情境中, 群体愤怒的影响显著大于群体效能; 在利益相关情境中, 群体效能与群体愤怒的影响无显著差异。本研究扩展了集群行为的双路径模型, 并为政府预防和化解群体性事件提供思路。     

Paradoxes of praise: Identity‐inconsistent praise results in praise‐inconsistent responses

In four experimental studies, we explored the effect of consistency between central group values and the content of group‐directed praise on group‐based esteem, group identification, and willingness to express attitudes and intentions (in)consistent with the content of praise. Study 1 used pre‐existing groups with clearly defined central values, Study 2 relied on individual differences in perceptions of central group values within the same social group, and Studies 3 and 4 manipulated the centrality of group values experimentally. The results demonstrated that identity‐inconsistent praise resulted in lower group‐based esteem (Studies 1–4), and reduced group identification (Study 4), as compared to identity‐consistent praise. In addition, in all studies, identity‐inconsistent praise led to stronger willingness to reaffirm (the ignored) central group characteristics than identity‐consistent praise. The results are consistent with extensions of the self‐verification approach to the collective self.     

The effect of university ranking on learning satisfaction: Social identities and self‐identity as the suppressor and mediators

The popularization of higher education has developed into a worldwide trend of ranking universities. In light of the lack of research from the student perspective and the non‐individualism of East Asian society, the goal of the present study was to integrate social identity theory and characteristics of Chinese achievement goals in order to determine the relationships between university rankings and students’ university identity, major identity, self‐identity, and learning satisfaction (LS). The participants included 1052 undergraduates (49.4% male, 50.6% female) from 13 universities in Taiwan. A questionnaire was conducted. The results of hierarchical regression analyses show that university ranking positively correlates with students’ university identity, major identity, and self‐identity but negatively correlates with LS due to the effect of university identity acting as a suppressor. The results of structural equation modelling show that: (1) students’ major identity and self‐identity completely mediate the effect of university identity on LS; and (2) university ranking has a significantly negative effect on LS after adding multiple identities as the suppressor and mediators. Furthermore, as students progress further into their studies, both their university identity and major identity gradually decline, while their self‐identity remains constant. Theoretical and practical implications for higher education are also discussed.     

The Theory of Male Reference Group Identity Dependence: Roles of Social Desirability, Masculinity Ideology, and Collective Identity

Data from 118 college men from the southeastern United States (U.S.) were analyzed using zero-order and partial correlations to test male reference group identity dependence theory’s propositions regarding the relations of male reference group identity attitudes (i.e., no reference group, reference group dependent, reference group nondependent similarity, and reference group nondependent diversity) with traditional masculinity ideology and dimensions of men’s gender-based collective identity (i.e., affirmative evaluation of collective identity, importance of collective identity). Male reference group identity attitudes yielded theoretically-consistent relations with the affirmative evaluation and importance of collective identity. Specifically, the no reference group attitudes were correlated negatively whereas nondependent diversity attitudes were correlated positively with affirmative evaluation; the group dependent attitudes were correlated positively with importance of collective identity; and the nondependent similarity attitudes were correlated positively with both affirmative evaluation of collective identity and the importance of collective identity. This pattern reveals the differential salience of collective identity dimensions in male reference group identity attitudes, suggesting that group dependent attitudes reflect importance of collective identity without an evaluation valence, nondependent diversity attitudes reflect affirmative evaluation whereas the no reference group attitudes reflect nonaffirmative evaluation of collective identity, and nondependent similarity attitudes involve both affirmative evaluation and importance of collective identity. Additional findings added to prior data suggesting reevaluation of the posited role of traditional masculinity ideology in male reference group identity theory. The pattern of findings was not changed by controlling for self-deceptive enhancement and impression management dimensions of social desirability.     

Social identity gratifications of social network sites and their impact on collective action participation

Collective action has been studied by social psychologists for over a century. Social network sites such as Facebook have further extended the ability of individuals to instigate social, political and organizational change, and provide a new context in which to study collective action. Drawing on social identity theory (SIT), self‐categorization theory (SCT) and uses and gratifications theory (UGT), this study explores the role of individuals’ group identification, social identity gratifications (SIG) and Facebook group use intensity on their willingness to participate in collective actions instigated through a Facebook group. Members of a Facebook group representing a cause against management completed an online survey (N = 406). Factor analyses reveal that motivations based on psychological affiliation with the group explained the most variance for Facebook group use. Moreover, compared to Facebook group use intensity, SIG were the stronger mediator between group identification and willingness to participate in collective action. The study demonstrates the utility of blending concepts from SIT, SCT and UGT to explore how socially motivated uses of the media can predict collective actions.     

Where are we coming from versus who we will become: The effect of priming different contents of European identity on cooperation

In two experiments, we investigated how priming European identity as common project versus common heritage affects participants' cooperation in a social dilemma; an additional aim was to explore the mediators involved in the process. In the first experiment, 82 students played a public good dilemma with a European bogus partner and then completed self‐report measures of identification with the European Union (EU), group‐based trust and collective interest. Results showed that priming a common project‐based but not a common heritage‐based European social identity fostered cooperative behaviour; this effect was mediated by two sequential mediators: the common project prime increased participants' strength of identification with EU (mediator 1) which, in turn, positively affected group‐based trust (mediator 2), fostering greater cooperation. Experiment 2 was conducted with a similar procedure on a sample of 124 students, using a different measure of trust and changing the order of mediators. Results supported those of previous experiment: Priming a project‐based EU identity content (compared to heritage‐based one) had significant direct and indirect effects on cooperation.     

Collective school-type identity: predicting students' motivation beyond academic self-concept

In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school‐type identities for their students, irrespective of the students’ personal academic self‐concepts. We examine the extent to which collective school‐type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students’ collective school‐type identity makes a unique contribution beyond academic self‐concept and school track in predicting scholastic motivation. In two cross‐sectional studies a measure of collective school‐type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school‐type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school‐type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school‐type identity across school tracks and predict motivational outcomes. Results show large differences in collective school‐type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school‐type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self‐concept and school track.     

群体内疚:界定、心理机制、行动倾向及干预策略

当个体认为内群体为外群体受到的不道德伤害负有责任时会体验到群体内疚。该情绪常见的触发情境包括过往历史的伤害事件、当下的群际冲突、不公正的社会关系及未来的伤害事件。群体认同、内群体责任和不当性评估是影响群体内疚产生的三大心理机制。群体内疚会导致施害群体对受害群体表现出积极行动,如友善态度,冲突和解、群体补偿及群际支持。通过群体肯定、自我肯定、促进共同认同、强调内群体责任及展现已有补偿行为等干预策略可以引发施害群体的群体内疚。未来的研究应澄清群体内疚的成因机制,进一步探索群体内疚与补偿行为间的作用关系。