与 COVID 相关的隔离和态度对时间概念化的影响:时空聚焦和内隐时空映射的证据

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-05-06 DOI:10.1111/lang.12649
Panos Athanasopoulos, Rui Su
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引用次数: 0

摘要

时间焦点假说(TFH)认为,重视过去的个体倾向于将过去概念化在前面,而重视未来的个体则倾向于将未来映射在前面(de la Fuente 等人,2014 年)。这种情况因文化、个体差异和环境而异。在此,我们通过测试背景变量(即 COVID-19 检疫状态)和个体差异变量(即对 COVID-19 的未来预防行为)来扩展这一研究思路。与 TFH 预测的结果相反,我们发现,无论个人态度和检疫状况如何,参与者都会将未来映射到正面位置。然而,表现出更多未来预防行为的参与者也比表现出较少此类行为的参与者更关注未来,但这并不能预测他们对未来的前后映射。这些发现表明,个体差异可能比环境变量更能决定时间焦点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The Effect of COVID-Related Quarantine and Attitudes on Time Conceptualization: Evidence From Temporal Focus and Implicit Space-Time Mappings

The temporal focus hypothesis (TFH) entails that individuals who value the past tend to conceptualize it in front, whereas individuals who value the future tend to map the future in front instead (de la Fuente et al., 2014). This varies as a function of culture, individual differences, and context. Here, we extend this line of inquiry by testing a contextual variable, namely COVID-19 quarantine status, and an individual differences variable, namely future precautionary behavior towards COVID-19. Contrary to what the TFH would predict, we show that participants map the future to a frontal position, regardless of individual attitudes and quarantine status. However, participants who displayed more future precautionary behavior were also more future-focused than participants who displayed less such behaviour, but this did not predict their front–back mappings of the future. These findings suggest that individual differences may be stronger determinants of temporal focus than contextual variables.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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