集体外的手势会降低自尊

IF 0.7 4区 文学 0 LANGUAGE & LINGUISTICS
Gesture Pub Date : 2020-12-31 DOI:10.1075/gest.19004.nic
E. Nicoladis, Trevor Luk, Shireen Gill
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引用次数: 1

摘要

文化特有的符号可以在双语双文化个体中启动身份的各个方面,比如自尊。本研究的目的是测试特定文化的手势是否会促进自尊,如果是这样,是否由于群体内/群体外的联系。在研究1中,华裔加拿大人在被中文数字手势或字符启动时,自尊得分高于被英文数字手势或单词启动时的自尊得分。在研究2中,我们向非中国成年人教授中国数字手势,其中一半人认为这是中国手势(外组),一半人认为这是老商人的手势(内组)。组内组的自尊得分高于组外组。与先前研究的自尊分数比较表明,群体外条件明显低于基线。这些结果表明,群体外手势启动会降低自尊。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Out-group gestures can lower self-esteem
Culture-specific symbols can prime aspects of identity, like self-esteem, in bilingual-bicultural individuals. The purpose of the present studies was to test whether gestures that are specific to a culture prime self-esteem and, if so, whether it is due to in-group/out-group association. In Study 1, Chinese Canadians had higher self-esteem scores when primed by Chinese number gestures or characters than by English number gestures or words. In Study 2, we taught Chinese number gestures to non-Chinese adults, with half thinking they were Chinese gestures (out-group) and half that they were old fur traders’ gestures (in-group). The self-esteem scores were higher in the in-group condition than the out-group condition. Comparisons with self-esteem scores from previous studies suggest that the out-group conditions were significantly lower than baseline. These results suggest that out-group gesture primes can lower self-esteem.
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来源期刊
Gesture
Gesture Social Sciences-Cultural Studies
CiteScore
1.70
自引率
0.00%
发文量
5
期刊介绍: Gesture publishes articles reporting original research, as well as survey and review articles, on all aspects of gesture. The journal aims to stimulate and facilitate scholarly communication between the different disciplines within which work on gesture is conducted. For this reason papers written in the spirit of cooperation between disciplines are especially encouraged. Topics may include, but are by no means limited to: the relationship between gesture and speech; the role gesture may play in communication in all the circumstances of social interaction, including conversations, the work-place or instructional settings; gesture and cognition; the development of gesture in children.
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