中国临床心理学杂志

类别学习的文化差异

作者：陈欢¹ 张亚林¹ Michael Cole²

单位：1. 中南大学湘雅二医院精神卫生研究所湖南长沙 410011
2. 加州大学圣迭戈分校比较人类认知实验室

分类号：R395.1

出版年,卷(期):页码：2010,18(5):594-596

摘要：

目的:①检测当被试在完成一个以析取性规则为基础的分类任务时,是否存在能够测量到的文化差距;②检测当被试在完成一个非线性、信息整合分类任务时,是否存在能够测量到的文化差距。方法:70名高加索人,63名华裔美国人和104名中国人(其中51名来自农村,53名来自城市)分别参与到知觉分类任务中的两个实验条件:析取性规则任务和信息整合任务。结果:①4组被试在实验1上存在差异。各组数据甚至在考虑了分类策略的前提下进行换算后,差异依然存在(P≤0.05);②4组被试在实验2上没有差异。结论:①当应对不止一个刺激维度、必须关注其整体特性才能学会一种外显的分类规则的时候,华人被试比高加索人被试要表现得更好;②强调内隐学习过程的分类任务对种族上的差异并不敏感。

Objective: ① To determine whether measurable cultural differences exist when participants learn a disjunctive rule-based categorization task(DIS-RB).②To determine whether measurable cultural differences exist when participants learn a nonlinear information-integration categorization task(I-I).Methods: Participants included 70 Caucasian,63 Chinese American,and 104 native Chinese college students(51 rural Chinese and 53 urban Chinese) were divided into two conditions of PCT.In Experiment 1,participants learned a disjunctive rule requiring an explicit process.In Experiment 2,participants learned a nonlinear information-integration rule requiring that participants integrate information from two stimulus dimensions at an implicit level.Results: ① The performance of Caucasian group has significant differences from that of both Chinese American group and native Chinese group in Experiment 1(P<0.05).Even after groups were equated based on the type of categorization strategies employed,these group differences persisted.②No differences were observed between groups in Experiments 2.Conclusion: ① Caucasians performed worse than both Chinese American,urban native Chinese and rural native Chinese participants when having to form an explicit sorting rule combining more than one stimulus dimension.②Category learning tasks that emphasize implicit learning processes are not sensitive to the ethnic differences observed.

基金项目：

作者简介：

参考文献：

[1] Unsworth SJ,Sears CR,Pexman PM. Cultural influences on categorization processes[J].Journal of Cross-Cultural Psychology,2005,(06):662-688.doi:10.1177/0022022105280509.
[2] Medin DL,Atran S. The native mind:Biological categorization and reasoning in development and across cultures[J].Psychological Review,2004,(04):960-983.doi:10.1037/0033-295X.111.4.960.
[3] Ashby FG,Gott R. Decision rules in the perception and categorization of multidimensional stimuli[J].Journal of Experimental Psychology:Learning,Memory,and Cognition,1988.33-53.doi:10.1037/0278-7393.14.1.33.
[4] Luria AR. Cognitive development:Its cultural and social foundations[M].Cambridge:harvard University Press,1976.
[5] Norenzayan A,Smith EE,Kim BJ,Nisbett RE. Cultural preferences for formal versus intuitive reasoning[J].Cognitive Science,2002,(05):653-684.doi:10.1207/s15516709cog2605_4.
[6] Hong YY,Benet-Martinez V,Chiu CY,Morris MW. Boundaries of cultural influence:Construct activation as a mechanism for cultural differences in social perception[J].Journal of Cross-Cultural Psychology,2003,(04):453-464.doi:10.1177/0022022103034004005.
[7] Nisbett RE,Peng K,Choi I,Norenzayan A. Culture and systems of thought:Holistic versus analytic cognition[J].Psychological Review,2001.291-310.doi:10.1037/0033-295X.108.2.291.
[8] Witkin HA,Geodenough DR. Field dependence and interpersonal behavior[J].Psychological Bulletin,1977.661-689.doi:10.1037/0033-2909.84.4.661.
[9] Witkin HA,Oltman PK,Raskin E,Karp SA. A manual for the Embedded Figures Tests[M].Palo Alto,California:Consulting Psychologists Press,2002.

服务与反馈：

【文章下载】【加入收藏】