本文選題：心理理論 + 博弈　； 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：心理理論是指個體在人際互動中試圖理解他人的心理狀態(tài),包括信念、愿望、意圖、知識等內(nèi)容,并據(jù)此對他人行為作出因果性的解釋和預(yù)測的能力。傳統(tǒng)的心理理論研究范式存在適用人群小、可重復(fù)性差、生態(tài)效度不足等缺點(diǎn),最重要的是,這些任務(wù)更多地是測量個體是否具有心理理論能力及具有多少層級的心理理論能力,卻無法測量個體真實互動中運(yùn)用心理理論能力的表現(xiàn),因此有研究者提出采用博弈來研究個體的心理理論能力。博弈范式的理論依據(jù)是“認(rèn)知層次模型”及“心理博弈理論”�！罢J(rèn)知層次模型”認(rèn)為博弈中每個博弈者的推理層級是不同的,個體通常認(rèn)為自己比他人的推理層級更高,而“心理博弈理論”則認(rèn)為研究者能夠通過個體的選擇來判斷他是否做出了有關(guān)對手的推測,因此研究者可以通過博弈結(jié)果來測量個體的推理層級。腦成像研究的結(jié)果也表明個體在博弈時,尤其當(dāng)他認(rèn)為他在與真人對手博弈時,心理理論腦區(qū)會激活。 國外利用博弈研究心理理論的研究者大多采用斯塔克伯格博弈,他們的結(jié)果表明個體在博弈開始時具有初始的默認(rèn)心理理論推理水平,這一推理水平會隨著對手的推理水平變化而動態(tài)調(diào)整。但是由于博弈情境的不同,他們對于這一初始推理水平的結(jié)論并不一致。另外,也有研究者采用同時行動博弈或其他類型博弈進(jìn)行研究,但是這些研究都是采用少量材料研究個體的推理水平,沒有考察個體是否會出現(xiàn)學(xué)習(xí)效應(yīng)。國內(nèi)采用這一范式的研究很少,因此,國外研究的結(jié)論是否符合我國被試的表現(xiàn)是本研究感興趣的第一個問題。另外,個體在同時行動博弈中是否也會出現(xiàn)相應(yīng)的學(xué)習(xí)效應(yīng)呢?如果博弈類型發(fā)生了轉(zhuǎn)變,個體的心理理論推理水平又會有什么樣的變化呢?這是本研究想要繼續(xù)探討的問題。 為了與國外研究相對照,本研究采用了與國外研究相同的實驗材料及程序,以高中生為被試,通過三個實驗詳細(xì)考察個體在斯塔克伯格博弈、同時行動博弈及博弈類型轉(zhuǎn)變時的心理理論推理水平變化情況。 實驗一結(jié)果表明高中生在斯塔克伯格博弈中的表現(xiàn)與國外研究中的成人被試表現(xiàn)基本一致,初始默認(rèn)心理理論推理水平為1級。實驗二的結(jié)果表明被試在同時行動博弈中的初始默認(rèn)心理理論推理水平為2級,說明被試的心理理論能力與任務(wù)情境有關(guān)。實驗三的結(jié)果表明當(dāng)博弈類型發(fā)生轉(zhuǎn)變時,被試的心理理論推理水平并沒有維持在前一類型博弈中所習(xí)得的水平,而是轉(zhuǎn)變?yōu)楹笠活愋筒┺牡某跏寄J(rèn)推理水平,說明被試面對新類型博弈時,處于一種新的準(zhǔn)備狀態(tài)。同時,三個實驗的結(jié)果都表明被試的心理理論推理水平會能夠動態(tài)調(diào)整以適應(yīng)對手的推理水平,理性判斷能力則不受對手推理水平和博弈類型的影響,而且被試做2級預(yù)測的反應(yīng)時要顯著高于做1級預(yù)測的反應(yīng)時。 本研究驗證了相關(guān)研究,支持博弈中個體具有初始默認(rèn)心理理論推理水平,且這一推理水平能夠動態(tài)調(diào)整的觀點(diǎn),但不同類型博弈中的表現(xiàn)還需要進(jìn)一步探索。
[Abstract]:Psychological theory refers to the ability of individuals to try to understand others' psychological state in interpersonal interaction, including beliefs, wishes, intentions, knowledge and so on, and to make causal interpretation and prediction of others' behavior. The traditional psychological theory research paradigm has the shortcomings of small population, poor repeatability and insufficient ecological validity. It is, these tasks are more to measure whether the individual has the psychological theory ability and how many levels of psychological theory ability, but can not measure the performance of the ability to use the psychological theory in the actual interaction of the individual. Therefore, the researcher proposes to use the game to study the individual's psychological theory ability. The theory basis of the game paradigm is "cognitive level". Secondary model and psychological game theory. The cognitive level model believes that the inferential level of each player in the game is different. Individuals generally think that they are higher than others' reasoning levels, while "psychological game theory" thinks that the researcher can judge whether he has made a conjecture about the opponent through the choice of individual. So researchers can measure the inferential level of an individual by the result of the game. The results of brain imaging research also show that the individual is in the game, especially when he thinks he is playing with a reality opponent, the psychological theory of the brain will be activated.
Most of the researchers abroad use the game theory of psychological theory to use the stark Berg game. Their results show that the individual has the initial level of default psychological reasoning at the beginning of the game. This level of reasoning will be adjusted dynamically with the change of the opponent's reasoning level. However, because of the different game situation, they are at the beginning. The conclusion of the initial reasoning level is not consistent. In addition, some researchers use simultaneous action game or other type of game to study, but these studies use a small amount of material to study the reasoning level of individual, and do not examine whether the individual will have learning effect. Whether it is in conformity with the performance of the subjects of our country is the first question that is interested in this study. In addition, is it possible for the individual to have the corresponding learning effect in the simultaneous action game? If the game type has changed, what kind of change will the individual's psychological theoretical reasoning level be? This is the question that this research wants to continue to discuss.
In order to compare with the foreign research, this study uses the same experimental materials and procedures as the foreign research. Taking the senior high school students as the subjects, three experiments are carried out to examine the changes of the psychological theoretical reasoning level of the individual in the stark Berg game, while the action game and the game type change.
The result of the experiment shows that the performance of the high school students in the stark Berg game is basically the same as that of the adult subjects in the foreign study. The initial default psychological theory reasoning level is 1. The result of experiment two shows that the initial default psychological theory reasoning of the subjects in the simultaneous action game is level 2, indicating the psychological theory ability of the subjects. The results of experiment three show that when the game type changes, the level of the psychological theoretical reasoning of the subjects does not maintain the level acquired in the previous type game, but is transformed into the initial default reasoning level of the latter type game, indicating that the subjects are in a new state of preparation in the face of the new type of game. The results of the three experiments show that the psychological reasoning level of the subjects can be dynamically adjusted to adapt to the inferential level of the opponent, and the ability of rational judgment is not influenced by the level of inference and the type of game, and the response of the 2 level prediction is significantly higher than that of the 1 level prediction.
This study validates the relevant research, and supports the idea that the individual has the initial default psychological theory reasoning level in the game, and the reasoning level can be adjusted dynamically, but the performance of different types of game needs to be further explored.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.2

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