Research in the information processing on social interaction

本研究主要从三个方面探讨了社会交往中的信息加工和自我知识的信息加工：第一个方面是自我是如何储存在记忆中的。我们从“记住”和“知道”的区别出发，考察了自我和他人在记忆中的作用。研究结果表明，被试对“人参照”信息的加工与对“语义”信息的加工存在差异，对自我参照信息的加工与对他人参照信息的加工也存在差异。第二个问题是自我概念和自我评价的变化。首先，我们考察了自我妨碍（一种防御性自我表现）对被试自我概念和自我评价的影响。结果表明，自我妨碍对能力相关维度有正向影响，对人际关系维度有负向影响。其次，我们考察了自我知觉和他人知觉的共同维度。第三个问题是自我表征中的情感节点如何影响社会判断和社会行为。首先，我们考察了谁引起的影响和情感效价对帮助行为的影响。结果表明，当情感原因为自身时，“高兴”情绪不促进助人行为，“愤怒”情绪促进助人行为。结果还表明，当情感的原因是在别人身上时，“悲伤”情绪会促进它。其次，我们研究了自我效能感，焦虑和控制感，对学习行为的影响。

The present study focuses on three problems to examine the information processing in social interaction and the information processing of self-knowledge.The first problem is how self is stored in memory. We examined the roles of sefl and thers in memory with respect of the differences between "remembering" and "knowing". Results indicated that there are differences between to process "person-reference" information and to process "semantic" information and there are differences between the self-reference processing and other-reference processing.The second problem is how self-concept and self-evaluation change. First, we examined the effect of self-handicapping, a kind of defensive self-persentation, on the self-concept and the self-evaluation of the handicapper. Results showed that self-handicapping have positive effects on ability-related dimensions but negative effects on interpersonal dimensions. Secondly, we examined the common dimensions of self-perception and other-perception. Lastly, we examined the relation of social power and the restrictions of behavior on occupation.The third problem is how affect-nodes within self-representation influence social judgments and social behavior. First, we examined the effects of who causes the affect and the effects of affect-valence on helping behavior. Results showd that "plesant" mood did not facilitate helping behavior and "anger" mood facilitated it when the cause of affect was in self. Results also showed that "sad" mood facilitated it when the cause of affect was in others. Secondly, we examined the effects of self-eficacy, mediated by anxiety and a feeling of control, on learning behavior.