【作者】 阳泽；

【导师】 刘电芝；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2002， 硕士

【摘要】 概念作为知识构成的细胞，一直是认知心理学研究的重要内容。而概念结构表征则具体展示了概念形成系统知识的过程和结果，理应受到人们的重视。表征从本质上说是一种认知建构，长期以来，认知心理学的研究偏重于认知的个体建构。但是，人的许多认知活动是发生在人际交互过程中，个体的认知结果不可避免地会受到社会建构的影响，相对而言，这方面的研究却比较薄弱和缺乏。本研究以社会建构、团体合作及表征理论等为基础，通过设计不同的团体认知条件来研究社会建构对概念结构表征的影响，以期建立合理的认知建构模式来提高学生的认知水平。本研究以重庆市清华中学高一四个班的48名学生为实验被试，进行配对分组，采取平衡组实验设计，编制《实验方案》，在团体设计的情况下进行相应规则的训练，然后在独助型、互赖型、自由合作型和独立型四种团体条件中进行概念结构表征的认知测查。实验结果表明： 1．在完成概念结构表征的总体任务中，真实性合作(独助型和互赖型)取得了显著的效果，独助型团体的效果最为明显。 2．不同团体合作条件对不同水平学生的影响有差异，也对各团体原来的分层差异的影响不一样。 3．无论何种表征任务，真实性合作团体的认知成绩均优于其它两类团体。特别是独助型团体，在进行深度加工和多样性兼深度加工时，显著优于其它三类团体。 4．独助型团体的表征结构清晰度高、内容丰富性强；互赖型团体的表征结构清晰度不高但内容丰富性强；而独立型团体与自由型团体的表征结构清晰度与内容丰富性均较低。 5．在认知自信心和认知兴趣方面，真实性团体合作明显强于独立型和自由型。 6．在起点相同和认知条件相同的情况下，女生能够获得和男生同样好、甚至更好的成绩。 7．在起点相同和认知条件一致的情况下，不同认知风格之间不存在明显差异，而场独立者稍稍具有优势。更多还原

【Abstract】 Concepts as cells of knowledge continuously were an important part in research fields of cognitive psychology, representation of conceptive structures should be attached important to because that concretely displayed procedures and outcomes of concepts forming systematic knowledge. Representation was a cognitive construction in natural. But from long on, people laid particular stress on individual construction in cognitive psychology. Because people had many cognitive activities taking play in course of interaction, social construction deeply influenced on individual cognitive outcome. However, the research about social construction in cognitive psychology was verily weak and lack. This study was based on the theories of social construction, team cooperation and representation. The purpose was to study influence of social construction to the representation of conceptive structures through designing different team cognitive conditions (independent-helpful team, dependent team, freely cooperative team and independent team), So that we could improve the students cognitive level by forming rational cognitive construction pattern. The 48 subjects were from 4 classes of Grade one (higher secondary) in ChongQing QingHua middle school, they were divided into matching groups and balance groups were considered in the experimental designing. we also formulated experimental program and practiced rules training. Then we had the cognitive tests of representation of conceptive structures in all of the fourconditions: independent-helpful team, independent team, freely cooperative team and independent team, the conclusions of the experiment as following:1 .On the view of the totality of representation of conceptive structures, true cooperation (independent-helpful and dependent cooperation) had achieved significant effect. Among them, independent-helpful team was more significant.2.Different team cooperation conditions had different influence to students that were in different levels, which resulted fluctuation of original stratification different in different teams.3.whichever kind of representation task, truly cooperative teams had achieved better achievement than the other teams, specially the independent-helpful team was superior to the other three kinds of teams significantly on profound processing as well as multiplicative and profound processing.4.The structures of representation in the independent-helpful team was clear and abundant in content; which in the dependent team was low in clearness and content abundance; independent team and freely cooperative team were verily weak in structure of representation and content.5.when self-confidence and interest of cognition were considered, truly cooperative teams were stronger than the independent team and freely cooperative team.6.If the starting point and cognitive conditions were identical, girl students could achieved the same goal as the boy students or ever better than them.7. when the starting point and cognitive conditions were identical, no significant different was existed between different cognitive patterns, but the field-independent students had somewhat superiority.更多还原