Construction of ideal model of social development under the political background of mind philosophy

The cognitive science derived from the mind philosophy is an interdisciplinary subject in the study of social phenomena and the process of social development, the research theory of social development and social cognition science interact and promote each other. Social cognition science has greatly enriched and developed the theory, viewpoints and research methods of social development. The contribution of social cognition science to social development research mainly concentrates on three areas: others, self, the interaction of self and others. Research on social development can’t solve all the problems of social development due to the limitation of methods and so on. The integration of the two disciplines may be an important development direction of research of mind psychology and social development.     

领悟社会支持对社交焦虑的影响:反刍思维的中介作用和社会阻抑的调节作用

本研究旨在探索领悟社会支持对社交焦虑的影响,深入探讨社会阻抑和反刍思维对该影响的作用。方法:采用问卷法,以471名职员为被试进行调查,数据结果分析采用Bootstrap分析方法。结果显示:(1)反刍思维在领悟社会支持和社交焦虑之间起中介作用。领悟社会支持通过降低反刍思维的水平,减轻社交焦虑。(2)社会阻抑调节领悟社会支持→反刍思维→社交焦虑中介模型的前半路径,社会阻抑改变了领悟社会支持对反刍思维作用的大小。     

The adjustment of social trust and Internet use on cognitive bias in social status: Perspective of performance perception

People in different social statuses have different perceptions due to differences in cognition. Combined with the characteristics of public behaviour and cognition, this study examined the impact of the widespread cognitive biases in social status on performance perception. This study used the ordinary least squares model to verify that the cognitive bias in social status has a significant positive impact on the perception of social governance performance. At the same time, a moderated mediation model was constructed to verify that social trust plays a partial mediating role in the influence mechanism of cognitive bias in social status on the perception of social governance performance. The use of the Internet significantly inhibited the influence of cognitive bias in social status on the perception of social governance performance. Although it also weakened the influence of cognitive bias in social status on social trust, the moderating effect on the mediating effect is not obvious. This study verifies and analyses the internal relationship and mechanism of social status cognition deviation and perception of social governance performance from multidisciplinary dimensions, which enriches the social cognition theory of social status, and expands the research on the perception of social governance performance.     

Social Anxiety and the Quality of Everyday Social Interactions: The Moderating Influence of Alcohol Consumption

Most research on the link between social anxiety and alcohol consumption has examined problematic outcomes without consideration of potential adaptive functions. Alcohol is an anxiolytic that has the short-term benefit of reducing anxiety; consumption may act as a social lubricant that facilitates higher quality social interactions. Using experience-sampling methodology, we examined how consuming alcohol attenuates the adverse effects of social anxiety in naturally occurring social interactions. Participants (N = 160) completed demographic and trait measures, then completed daily assessments for 14 consecutive days. Results from multilevel model analyses revealed that during face-to-face social interactions, state social anxiety was inversely related to 10 indicators of healthy social interactions (e.g., enjoyment, laughter, feelings of acceptance). Alcohol consumption moderated seven of these associations, such that when participants consumed alcohol in social situations, state social anxiety was no longer associated with social interaction quality. The quantity of alcoholic drinks consumed moderated two of these associations. Furthermore, we found evidence for directionality, such that social anxiety in a given social interaction predicted alcohol consumption in a subsequent social interaction, but not the reverse (i.e., alcohol consumption did not prospectively predict state social anxiety). In social situations that involved alcohol, experiences of social anxiety no longer thwarted one’s ability to derive social benefits. These results should be interpreted in the context of a participant sample with relatively low levels of trait social anxiety and frequency of alcohol use. Nonetheless, obtaining social rewards may be a reinforcement mechanism that maintains the link between social anxiety and alcohol consumption.     

当代社会心理学发展的双重走向论评

本文以社会心理研究的不同学科取向、文化取向和方法论取向做为三条主要线索,对当代社会心理学发展的多元化道路和整合社会心理学的努力进行了分析评价。认为社会心理学发展的多元化道路主要是由于社会心理的多质性和社会心理学的边缘学科性质所决定的,社今心理学发展过程中的整合努力则主要是由于社会心理的整体性和社会心理学的学科统一性所决定的。分化与整合作为当代社会心理学研究和发展的一对予盾统一体,伴随了社会心理学发展的百年进程,推动着当代社会心理学新的发展。     

社会阶层心理学视角下的公平研究

社会阶层代表了一个人拥有的社会资源和对自己所处社会等级的感知。社会阶层因其概念的独特性、功能的广泛性、影响的深刻性和结论的系统性, 成为了心理学中的前沿热点领域, 目前主要有劳动、健康心理、社会文化、等级和社会认知五种研究视角。基于现有视角对社会阶层与社会公平的关系研究相对较少, 从社会认知视角出发, 围绕着不同阶层感知公平的差异、社会公平对不同阶层的影响作用以及低阶层感知不公平的应对策略三个方面开展了研究。未来研究可以从概念辨析、理论整合、加强应用研究等角度来推进社会阶层心理学的发展。     

核心价值体系:社会资本的支撑性要素

从伦理学的角度看,社会资本是一种以社会交往为载体,通过信任规范机制以及成型化关系网络产生社会信任进而配置社会资源的社会活动方式,它既包括社会个体的行为方式,更折射社会整体的价值体系。社会资本生存并服务于人类的社会关系和交往活动。社会交往自身特质和社会资本匮乏使得核心价值体系构成了社会资本的支撑性要素和价值基础,指导着社会资本的合理发展。把核心价值体系纳入社会资本建设体系有助于社会资本的积聚和核心价值体系功效的发挥。核心价值体系作为社会资本的支撑性要素,有助于整合人们的认知、情感、意志和行为,有助于达成共识、减少纷争、扩大交流、增进互信与和谐。形成合理融洽的社会资本结构体系和良性互动的社会运行机制。     

Examining the impact of social commerce dimensions on customers' value cocreation: The mediating effect of social trust

One of the main aspects of the Web 2.0 revolution has been social commerce that has resulted in many people across the world increasingly engaging with commercial activities over social media platforms. However, the academic and research interest in social commerce is still low, and more studies are required to accelerate awareness of the most important issues relating to social commerce, in particular, social trust and value cocreation. Thus, the present study aims to propose a conceptual model that is intended to enable greater understanding of the causal interactions between social commerce constructs, social trust, and customer value cocreation. We collected data using a sample of 300 followers and fans of online Facebook communities, and we analysed them by using a structural equation model. The results show that social commerce constructs positively impact on social trust. Furthermore, we found that social trust positively impacts on the three dimensions of customer value cocreation. We found that social trust mediates the relationship between the social commerce and customer value cocreation dimensions. The paper presents a considerable theoretical contribution for being the first study that links social commerce constructs with social trust. The linkage between social commerce constructs, social trust, and customer value cocreation dimensions will also be beneficial for social media marketing strategists and managers.     

论中国文化中的社会认知思想

中国文化中具有十分丰富的社会心理学思想,其中包括社会认知的思想。中国文化中的社会认知思想包括知人观、知人术和有关认知者的理念等内容,是一个从有关知人的重要性、困难性、可能性到各种知人的方法、技巧以及认知者理念的内涵丰富的整体系统。知人术即是典型的中国人社会认知的方式,它以中国社会、中国文化、中国人的思维和生活方式以及中国语言特有的形式表现出来,既不同于西方的社会心理学思想,也有别于现代社会心理学的理念和范式,形成了独具特色、自成体系的中国人的社会认知思想。其中,有关具身认知的思想,与现代具身认知的理念相一致,同时又具有独特的中国人和中国文化的具身特点,显示出中国古人有关社会认知思想的先见性与高明性。中国文化中的社会认知思想既是中国本土化心理学的重要组成部分,也是对当代社会心理学有关社会认知内容的不可或缺的重要补充。     

青少年问题性社交网络使用

青少年问题性社交网络使用是世界范围内受到普遍关注的问题。问题性社交网络使用常被称作“社交网络成瘾”、“病理性社交网络使用”或“社交网络过度使用”, 概念和界定标准还没有达成一致看法。青少年合理的社交网络使用对促进社交关系的建立、维持和发展有积极意义, 但问题性社交网络使用却对青少年的身心发展产生消极影响。对青少年问题性社交网络使用发生机制的探讨, 将为问题性社交网络的干预引导提供依据。未来的研究应对问题性社交网络使用的概念和界定标准进行澄清, 用多维视角的方法开展问题性社交网络使用发生机制的深入研究, 加强对问题性社交网络使用的理论建构和干预研究。     

错失恐惧对大学生社交网络成瘾的影响:社交网络整合性使用与社交网络支持的中介作用

错失恐惧是社交网络成瘾的风险因素，但其中的作用机制并不清楚。本研究采用错失恐惧问卷、社交网络整合性使用量表、社交网络支持量表和中文社交网络成瘾量表，调查了重庆市三所高校的493名大一至大三的学生，探讨错失恐惧影响社交网络成瘾的机制。结果发现：（1）错失恐惧显著预测社交网络成瘾，错失恐惧水平越高，个体社交网络成瘾水平越高。（2）社交网络整合性使用在错失恐惧和社交网络成瘾之间起独立中介作用。（3）社交网络支持在错失恐惧和社交网络成瘾之间起独立中介作用。（4）社交网络整合性使用和社交网络支持在错失恐惧和社交网络成瘾之间起链式中介作用。研究结果表明，满足大学生基本心理需要、降低社交网络使用程度、提升现实社会支持可以有效预防社交网络成瘾。     

Social achievement goals: the nature and consequences of different orientations toward social competence

The proposition that achievement goals are applicable to the social domain was examined in four studies. Study 1 established that different orientations toward developing or demonstrating social competence can be seen in individuals' responses to open-ended questions about their social goals and social competence. Studies 2 through 4 evaluated a new survey measure of social achievement goals. Exploratory and confirmatory factor analyses confirmed the hypothesized model of social achievement goals. Convergent and discriminant validity for the new measure of social achievement goals was established. In line with hypotheses, a social development goal was associated with adjustment and a social demonstration-avoid goal was associated with maladjustment both concurrently and longitudinally. A social development goal also was positively related to instructor ratings of students' social adjustment in small classroom settings. A social demonstration-approach goal was most often unrelated to adjustment. The importance of social achievement goals for a comprehensive understanding of social motivation and adjustment is discussed.     

The effects of information-processing demands and social-situational factors on the social decision making of children

Previous research has consistently demonstrated age differences in cooperative, competitive, and individualistic social decision making. The present studies were designed to demonstrate that these age differences may result from the development of the requisite information-processing capabilities and social/situational factors. It was hypothesized that the limited information-processing systems of young children place constraints upon the social decisions available, but making a specific social decision was dependent upon sociocultural factors which influence the salience of aspects of the social situation or the expected contingencies of each social decision. Study 1 assessed the social decision making of 3- to 11-year-olds in two forms of a decision-making task (designed to manipulate the information processing demands of key social decisions) under two instructional sets (designed to manipulate the expected reward contingencies of key social decisions). Study 2 assessed the social decision making of 3- to 12-year-olds toward close friends or acquaintances (designed to manipulate the expected social contingencies) in the same two forms of the decision-making task. Age, the task form manipulation, and the social/situational manipulation influenced social decision making in each study in a manner consistent with the theoretical perspective A cognitive social learning interpretation, and the implications for the cognitive developmental influence upon social behavior, are discussed.     

儿童的社会权力认知及其与社会行为的关系

有关成人社会权力认知的研究已有大量的成果及理论, 但儿童的社会权力认知近期才受到关注。社会权力认知是儿童社会认知的重要组成部分。社会权力经常体现在社会支配及社会地位上的差异。从很早开始, 儿童就能基于不同的线索来判断社会权力, 儿童基于这些线索的认知发展有进化上的适应意义。儿童对社会权力获得方式的认知会随年龄增长而发生变化, 年幼儿童更认可基于支配的社会权力获得方式, 而年长儿童更认可基于声望的社会权力获得方式。儿童的社会权力认知会影响选择性信任、资源分配及亲社会行为。未来研究需要考虑影响儿童社会权力认知发展的内部机制以及儿童社会权力对社会行为影响的过程机制, 并考虑文化因素和早期互动经验对儿童社会权力认知发展的影响。     

面孔社会知觉模型发展的回顾与展望

面孔作为一种复杂的特殊刺激,是人类表达自身情绪、认知他人情感的重要工具和途径。面孔识别是人类社会生活的一项重要技能,在缺乏外部线索时,它有助于我们对他人面孔的熟悉度、年龄和种族等方面有一个较明确的认识,从而更有利于人们社会交往和适应环境。大量研究表明,基于面孔的物理特征可以推断面孔所有者的内在特质,而这一推断又会影响个体的行为决策。因此,对面孔的认知不仅要关注面孔结构化特征,也要关注面孔社会化特征。针对面孔结构化特征,学者们提出了一些经典模型,如Bruce-Young模型、NBC模型等;针对面孔社会化特征,Alexander Todorov及其合作者采用主成分分析法,构建了包含信任度和支配度的面孔社会知觉“二维”模型。Clare A.M. Sutherland及其合作者提出,吸引力和信任度是两个独立的维度,由此构建了包含可接近性、年轻的—吸引力和支配度的面孔社会知觉“三维”模型。本文认为,面孔社会知觉模型从“二维”到“三维”的发展可以从吸引力和信任度两个维度的关系进行探讨。面孔在社会互动中传递着大量的信息,其中较为重要的是面孔信任度和面孔吸引力。其中,信任度评价具有决定性意义,信任一个不值得信任的人可能会给自身造成危害,而没信任一个值得信任的人往往意味着失去了合作的机会;吸引力评价则具有进化上的意义,吸引力往往与潜在配偶的繁殖能力有关,尤其体现在长期择偶关系之中。总结以往的面孔识别模型与本文介绍的面孔社会知觉模型,未来基于面孔特征的识别或特质推断可以从以下几方面进行思考：第一,选取生态化效度更高的面孔刺激材料;第二,进行跨文化检验模型的普适性;第三,从面孔识别模型向面孔社会知觉模型的发展需要进一步探索内在的认知神经机制;第四,进一步拓宽面孔社会知觉的研究领域。     

The relationship of role-play assessment of children's social skills to multiple measures of social competence

The present investigation evaluated the relationship of role-play performance of children's social skills with multiple measures of social competence. Thirty-eight psychiatric inpatient children (ages 7–13 yrs) completed measures to assess role-play performance, knowledge of social skills, self-efficacy and self-reported social behavior in diverse situations. Overt social interaction was directly but unobtrusively assessed in the hospital as well. Multiple measures of social skills were also completed by hospital staff, parents and teachers. The results indicated that role-play performance correlated significantly with child knowledge and self-efficacy but not with overt social behavior or self-reported social behavior in diverse situations. Role-play performance generally did not correlate with measures completed by staff, parents and teachers. Yet measures completed by these informants did converge and also were useful in delineating diagnostic groups of children whose social behavior would be expected to be problematic. The implications of the results for the use of role-play tests to evaluate social skills and to discriminate clinical populations are discussed.     

社会支持与心血管反应的实验室研究概述

从20世纪70年代起国内外学者开始兴起了对社会支持的研究,而对社会支持与心血管健康的关系研究一直都是社会支持研究领域中的重要课题。本文回顾了社会支持在心血管反应的实验室研究中操作性的定义;实验室研究中社会支持与心血管健康的关系、社会支持对心血管反应作用的影响因素、社会支持的作用机制、社会支持的测量方法及社会支持与心血管反应实验室研究的局限性。     

社会交往对老年人认知功能的影响

社会交往是影响老年人认知功能的重要因素。社会交往主要包括社会网络, 社会支持和社会参与三方面。研究发现, 社会交往对老年人的认知功能具有积极的影响, 但是网络类型比网络规模更有利于揭示社会网络与认知功能的关系, 而且社会支持并非越多越好, 对于易感性人群而言, 适度的支持才能避免造成认知损伤。此外, 尽管社会参与能够对认知功能产生持续的保护作用, 但不同活动类型作用于不同的认知领域。未来研究应该继续深化社会网络类型的作用, 进一步考察社会支持与认知功能的中介和调节变量, 并同时关注社会活动对认知功能的干预研究。     

A categorical analysis of the social attributions of learning-disabled children

The social attributions of learning-disabled and control children with either similar or higher social acceptance ratings were assessed within an open-ended interview format. In addition, measures of social self-esteem and expectation of social success were obtained. The learning-disabled group used luck more frequently and personality interaction less frequently as explanations for social outcomes than did the other two groups. Learning-disabled children also had the lowest expectation of social success and, like the low acceptance group, had a poorer social self-image. Possible explanations for the development of these attributions and the implications for holding them were discussed.     

Effects of peer social initiations on the behavior of withdrawn preschool children

Social approach to peers was evaluated as an intervention for isolate preschoolers. During baseline, confederate peers made few social approaches to the target subjects. Confederates greatly increased their rate of social approaches during the first intervention, decreased social approaches during a second baseline, and increased social approaches again in a second intervention phase. Increases in confederate social initiations immediately increased the frequency of subjects' positive social behavior. Additionally, five of six subjects showed an increase in their own positive social initiations during intervention periods. The results suggest that: (a) peers may be programmed to increase the positive social behaviors of their isolate classmates, and (b) remediating social deficits requires assessment and intervention specifically tailored to the individual child.