摘要：
Objective To investigate the impact of discipline language on the implicit social cognition of children.Methods Two types of commonly used discipline language,positive language (PL) and negative language (NL),were used to induce the mood of 71 children in higher grades of elementary school and to investigate the correlation between discipline language and the tendentiousness that the children make the modest (close) or attack (defense) choice to the images of ambiguous situation.Additionally,the event-related potential (ERP) in different situations recorded by BP workstation were used to study on the effect of discipline language on the change of brain electricity related to the children's implicit social cognition and to explore the characteristics of ncuropsychological development of children's implicit social cognition.Results The rate of making attack choice in PL group is 33.58％ which is significantly lower than that in NL group (41.35％).At FC4 of P200,the amplitude and latency of the two groups were significantly different (for amplitude,F(2,65)=3.345,P＜0.05;for latency,F(2,65)=3.924,P＜ 0.05).The latency of the CPz and POz of the hindbrain of N220 was significantly different between the PL group and NL group,CPz:F(2,65)=3.281,P＜0.05.The result of ANOVA analysis on the latency and amplitude of N440 showed that both the latency and amplitude at the Oz were significantly different between the two groups (for latency,F(2,65)=3.262,P＜0.05;for amplitude,F(2,65)=4.602,P＜0.05),so is the latency at the POz,F(2,65)=3.885,P＜0.05.The analyzed results also showed more N100 wave at the left hindbrain,and that the Pz point showed significant differences within the two groups,F(2,65)=3.369,P＜0.05.Conclusion PL has good impact on the implicit pro-society of the children,while NL activates the implicit aggression of the children and makes the children view things in aggressive manner.The discipline language of parents is related to the brain cognitive function of children.%目的:研究管教语言对儿童内隐社会认知的影响.方法:使用两类(正性和负性)常用管教语诱导在校小学高年级71名儿童的情绪,探讨他们对两可情境图片做出温和(亲近)或攻击(防卫)选择的倾向性间的相关性,同时用BP工作站记录不同状态下的事件相关电位(ERP),研究管教语言对儿童内隐社会认知相关的脑电变化,探索儿童内隐社会认知的神经心理发展特点.结果:①正性管教语组(PL)在选择攻击选项时的比率为33.58％,而负性管教语组(NL)的比率是41.35％,两者之间存在显著差异.②PL组与NL组之间在FC4点P200成份上的波幅及潜伏期有显著差异(波幅(F(2,65)=3.345,P＜0.05),潜伏期(F(2,65)=3.924,P＜0.05));NL组后脑CPz点及POz点在N220成份上的潜伏期与PL组之间有显著差异(CPz:F(2,65)=3.281,P＜0.05).③对N440的潜伏期和波幅进行ANOVA分析,Oz点的潜伏期和波幅均检测到显著的组间效应(波幅(F(2,65) =4.602,P＜0.05),潜伏期(F(2,65)=3.262,P＜0.05));POz点潜伏期的组间效应达到显著差异(F(2,65)=3.885,P＜0.05).④后左半脑明显多出N100成份波,且在Pz电极点存在显著组间差异(F(2,65)=3.369,P＜0.05).结论:正性语言能对孩子的内隐亲社会性起到良好影响,而负性语言会明显启动孩子的内隐攻击性,使孩子以更具有攻击性的方式看待事物,这与父母管教言语影响到儿童的脑认知功能相关.
