社会性发展迟滞大学生对社交信息的内隐态度

本研究目的在于探索社会性发展迟滞大学生对社交信息的内隐认知特点,三个实验分别通过GNAT、IRAP、IAT范式探讨社会性发展迟滞大学生对社交活动、社交关系的内隐态度和内隐社交自我评价的内隐加工特点。结果发现:①社会性发展迟滞组对群体活动的反应时更短;②社会性发展迟滞组对师生关系持消极的内隐态度,对同学关系持积极的内隐态度;③社会性发展迟滞组存在社交自我评价积极偏向,但对积极评价他人/消极评价自我的反应时更短,对评价的整体反应时更短。结论:迟滞个体对社交活动较敏感,对师生关系持消极态度和对同学关系持积极态度,对社交自我评价存在积极偏向。

Implicit Attitude towards Social Information of College Students with Social Delay

The aim of this research is to explore the social development delay college students’ implicit attitude to social information. And this research discussed their implicit attitude to social activities, social relationship and social self-evaluation through three experiments. The result showed that (1) the response time of the social delay group students to group activity was shorter; (2) there was no obvious difference between the delay group and the normal group on their response to the teacher-student relationship and classmate relationship, and in general, both delay group and normal group students were with negative implicit attitude to teacher-student relationship, while with positive implicit attitude to classmate relationship; (3) there was a positive bias in social self-evaluation in delay development group students, but they contained a more sensitive response to positive evaluation to others or negative evaluation to themselves, and those response to evaluation was overall more sensitive than normal group. To conclude, there are a part of differences between social delay development college students and students with normal social development of their implicit attitude to social activities, social relationship and social self-evaluation.