-
摘要: 研究了小学生对不同语言形式教师评价的认知和偏好。结果表明:⑴评价语言形式影响小学生对他人和自我的认知。名词评价被认知为更强, 更稳定和更有适应性。⑵小学生对不同语言形式的教师评价有不同偏好。被表扬时, 更喜欢名词评价; 被批评时, 更喜欢非名词评价。
-
表 1 对不同语言形式评价强度的平均评定(评价针对他人)
表 2 对不同语言形式评价稳定性的平均评定(评价针对他人)
表 3 对不同语言形式评价适应性的平均评定(评价针对他人)
表 4 对不同语言形式评价强度的平均评定(评价针对自身)
表 5 对不同语言形式评价稳定性的平均评定(评价针对自身)
表 6 对不同语言形式评价适应性的平均评定(评价针对自身)
表 7 对不同语言形式评价的偏好(评价针对他人)
表 8 对不同语言形式评价的偏好(评价针对自身)
-
[1] N.Schwarz.Social judgment and attitudes :Warmer, more social, and less conscious.European Journal of Social Psychology, 2000, 30 :149 ~ 176 doi: 10.1002/(SICI)1099-0992(200003/04)30:2<149::AID-EJSP998>3.0.CO;2-N [2] C.Hardin, M.R.Banaji.The influence of language and thought.Social Cognition, 1993, 11:277 ~ 308 doi: 10.1521/soco.1993.11.3.277 [3] G.R.Semin, C.J.De Poot.The question -answer paradigm :you might regret not noticing how a question isworded.Journal ofPersonality and Social Psychology, 1997, 79 ⑶:472 ~ 480 doi: 10.1037/a0026272 [4] K.Fiedler, G.R.Semin.On the causal information conveyed by different interpersonal verbs :The role of implicit sentence context.Social Cognition, 1988, 6:21 ~ 39 doi: 10.1521/soco.1988.6.1.21 [5] C.Hoffman, M.A.Tchir.Interpersonal verbs and dispositional adjectives :The psychology of causality embodied in language.Journal of Personality and Social Psychology, 1990, 58⑸:765 ~ 778 doi: 10.1037/0022-3514.58.5.765 [6] M.Ross, W.Q.E.Xun, A.EWilson.Language and bicultural self.Personality andSocial Psychology Bulletin, 2002, 28 :1040~ 1050 doi: 10.1177/01461672022811003 [7] A.Maass, D.Salvi, L.Arcuri, G.Semin.Language use in intergroup contexts :The linguistic intergroup bias.Journal of Personality and Social Psychology, 1989, 57 :981~ 993 doi: 10.1037/0022-3514.57.6.981 [8] S.A.Gelman, G.D.Heyman.Carrot -eaters and creature -believers :The effects of lexicalization on children' s inferences about social categories.Psychological Science, 1999, 10 :489 ~ 493 doi: 10.1111/1467-9280.00194 [9] G.M.Walton, M.R.Banaji.Being what you say :the effect of essentialist linguistic labels on preferences.Social Cognition, 2004, 22 ⑵:193~ 213 doi: 10.1521/soco.22.2.193.35463 [10] E.M.Markman.Categorization and naming in children :Problems of induction.Cambridge, MA :MIT Press, 1989 [11] W.M.Werkman, D.H.J.Wigboldus, G.R.Semin.Children' communication of the linguistic intergroup bias and its impact upon cognitive inferences.European Journal of Social Psychology, 1999, 29 :95~ 104 doi: 10.1002/(SICI)1099-0992(199902)29:1<95::AID-EJSP898>3.0.CO;2-Z [12] A.Maass, A.Milesi, et al.Linguistic intergroup bias :Differential expectancies or in -group protection? Journal of Personality and Social Psychology, 1995, 68 :116 ~ 126 doi: 10.1037/0022-3514.68.1.116 [13] D.Wigboldus, R.Spears, G.R.Semin.When do we communicate stereotypes? Influence of the social context on the linguistic expectancy bias.Group Processes and Interpersonal Relations, 2005, 8:215 ~ 230 doi: 10.1177/1368430205053939 [14] J W.Murthy.Giftedness as a limited episteme :A postmodern exposition.Early Child Development and Care, 1990, 63:153 ~160 doi: 10.1080/0300443900630119 [15] D.Hamilton, S.J.Sherman, C.M.Ruvolo.Stereotpye-based expectancies :Effects on information -processing and social behavior.Journal of Social Issues, 1990, 46:35 ~ 60 doi: 10.1111/j.1540-4560.1990.tb01922.x [16] 方富熹, 方格.儿童发展心理学[M].人民教育出版社, 2005, 498~ 501