CAJ | 학술논문

共有136名藏族和139名汉族青少年参与本实验。研究使用指导语启动方法控制自我概念，把被试随机分到独立取向、互依取向和控制组。之后使用线索词技术，对自传体记忆进行测量，考察自我概念启动对自传体记忆的影响。结果表明，自我概念启动对藏族和汉族青少年的自传体记忆内容描述的自主取向产生了启动效应。自我概念启动对于藏族被试自传体记忆社会事件报告的影响较弱。藏族青少年的自传体记忆与自我概念存在一定程度的分离现象，其自传体记忆的社会性可能更多受到个体的文化建构影响，一定意义上表明自我概念和自传体记忆的联系具有文化差异性。
공유136명장족화139명한족청소년삼여본실험。연구사용지도어계동방법공제자아개념，파피시수궤분도독립취향、호의취향화공제조。지후사용선색사기술，대자전체기억진행측량，고찰자아개념계동대자전체기억적영향。결과표명，자아개념계동대장족화한족청소년적자전체기억내용묘술적자주취향산생료계동효응。자아개념계동대우장족피시자전체기억사회사건보고적영향교약。장족청소년적자전체기억여자아개념존재일정정도적분리현상，기자전체기억적사회성가능경다수도개체적문화건구영향，일정의의상표명자아개념화자전체기억적련계구유문화차이성。
This study examined the difference in the relationship of autobiographical memory and self-concept between Tibetan and Han adolescents. A total of 136 Tibetans and 139 Han Chinese adolescents in middle school from 7 to 10 grades participated in this study. Using self-concept priming paradigm, we collected participants＇ self-concept information by asking participants to answer the question ＂who I am＂. The participants in each race were randomly assigned to three self-concept priming groups： independent orientation group, interdependence orientation group and control group. After finishing the self-concept priming task, participants were presented two clue words, and were asked to report autobiographical events. Participants’ language ability was assessed with vocabulary subscale of Wechsler Intelligence Scale. The results showed that：（1） The participants in independent orientation priming groups in each race reported more independent orientation contents, and the participants in interdependent orientation priming groups in each race reported more interdependent orientation contents. （2） The self-concept priming effect on autobiographical memory for Tibetan adolescents were different from that of Han adolescents. There was not significant difference in social orientation between three priming groups for both races adolescents. While self-concept priming can affect autonomous orientation in autobiographical memory narrative contents more stongly for Han adolescents＇ than for Tibetan. （3） We conducted an ANOVA of 2 （race： Tibetan vs. Han） × 3 （self-concept priming groups） with race and priming groups as independent variables and with the number of social events in autobiographical memory as dependent variable, language as covariate variable. The results showed that there was a significant main effect of race, F （1, 269） =3.59, p = .059. There was a significant main effect of priming groups, F （2, 269） =13.97, p 〈 .001. There was a significant interaction effect of race and priming groups, F （2, 269） =3.36, p 〈 .05. Analyses indicated that there was a weak effect of self-concept priming on autobiographical memory for Tibetan participants and a strong effect for Han adolescents. Regression analyses showed that For Tibetan, when age, gender and language were controlled for, the social-self ratio in self-concept cannot significantly predict the other-self ratio in autobiographical memory. For Han participants, when age, gender and language were controlled for, the social-self in self-concept can significantly predict the other-self ratio in autobiographical memory, B = .11, Beta = .22, ΔR2 = .048, Fchange = 6.43, p = .01. The findings indicated that earlier cultural construction can affect autobiographical memory for Tibetan adolescents. This sutdy showed that there exists cultural difference in the relationship between autobiographical memory and self-concept.