SELF CONCEPT FORMATION--ANTECEDENTS AND CONSEQUENCES

自我概念的形成——前因和后果

• 批准号: 2615616
• 负责人: ALLEN R MCCONNELL
• 金额: $ 7.34万
• 依托单位: MICHIGAN STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-09-01 至 1999-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2615616
• 关键词: behavioral /social science research tag; biological information processing; clinical research; developmental psychology; human subject; memory; self concept; social group process

Although early theorists (Cooley, 1902; Mead, 1934) speculated about how people draw inferences from the information supplied by others, the question of how self-relevant knowledge is combined to form one's self- concept has received little attention. Recent work on self-concept has mainly focused on the implications of already-developed self-relevant knowledge but not on how one forms conceptions about the self. The current work attempts to fill this gap in our knowledge, while exploring the implications of self-concept formation. The current work draws on the on-line vs. memory-based (Hastie & Park, 1986) processing distinction, which has been used to understand how people form impressions about individual and group social targets (McConnell, Sherman, & Hamilton, 1994b, in press). It is proposed that when people have resources and interest in processing self-relevant information in important behavioral domains, on-line self-concepts result. Conversely, in situations where people do not possess processing resources or interest in self-relevant abilities, or perceive the behavioral domain as relatively unimportant, memory-based self-concepts result. These studies (two preliminary, five proposed) test conditions under which memory-based vs. on-line self-concepts are produced. In addition to suggesting a process account for how self-concepts are formed, it is predicted that the way in which one forms a self-concept (memory-based vs. on-line) has meaningful implications. Those who form on-line (instead of memory-based) self- concepts will be especially influenced by early feedback, hold more stable and resilient self-concepts, and not be prone to certain biases (e.g., illusory correlations) in their self-concepts. Each study (preliminary and proposed) tests the consequences of how one forms self-concepts. Thus, the current work provides a process account for how self-concepts are formed. Moreover, it predicts that self-concepts will be formed differently based on certain antecedent conditions. These differences, in turn, will have important implications for the nature of the self-concept that is formed. Although this work posits that self-concept formation shares much in common with perception for other social targets (e.g., individuals, groups), it also predicts asymmetries for the self (relative to other social target types) based on unique motives that are associated with the self (e.g., self-enhancement). Because self-concepts have important implications (e.g., behavior, personal outlook, social comparison, and experience of emotion) for social functioning, an understanding of how self-concepts are formed, and the consequences of forming them, is important.

尽管早期理论家（Cooley，1902；Mead，1934）推测如何 人们从他人提供的信息中做出推论 自我相关的知识如何结合起来形成自我的问题 概念很少受到关注。最近关于自我概念的研究 主要关注已经开发的自相关的影响 知识，而不是关于一个人如何形成关于自我的概念。目前的 工作试图填补我们知识上的这一空白，同时探索 自我概念形成的影响。 当前的工作借鉴了在线与基于内存的比较（Hastie & Park， 1986）处理区别，它已被用来理解人们如何 形成对个人和群体社会目标的印象（McConnell， Sherman 和 Hamilton，1994b，正在出版）。 建议当人们 拥有处理与自身相关的信息的资源和兴趣 重要的行为领域，在线自我概念的结果。相反，在 人们不拥有处理资源或不感兴趣的情况 自我相关的能力，或者将行为领域视为相对 结果是不重要的、基于记忆的自我概念。这些研究（两项 初步提出了五种）测试条件，在这些条件下基于内存与基于内存的比较 在线自我概念产生。除了建议流程之外 解释自我概念是如何形成的，据预测， 哪一个形成自我概念（基于记忆与在线）有意义 影响。那些在网上（而不是基于记忆）形成自我的人 概念尤其会受到早期反馈的影响，保持更稳定 和有弹性的自我概念，并且不容易出现某些偏见（例如， 虚幻的相关性）存在于他们的自我概念中。每项研究（初步和 提议）测试一个人如何形成自我概念的后果。 因此，当前的工作为自我概念如何形成提供了一个过程说明。 被形成。此外，它还预示着自我概念将会形成 根据某些先决条件而有所不同。这些差异，在 反过来，将对自我概念的本质产生重要影响 所形成的。尽管这项工作假设自我概念的形成 与其他社会目标的看法有很多共同点（例如， 个人、群体），它还预测自我的不对称性（相对 到其他社会目标类型）基于相关的独特动机 与自我（例如，自我增强）。 因为自我概念已经 重要影响（例如，行为、个人观点、社会 比较和情感体验）以实现社会功能， 了解自我概念是如何形成的，以及其后果 形成它们，很重要。