運用眼動技術對蒙古國蒙古族大學生、中國內蒙古蒙古族大學生和漢族大學生的場景知覺特點進行對比,旨在從文化差異與文化融合的角度探討文化對認知的作用。結果發現,內蒙古蒙古族和漢族大學生的眼動指標無顯著差異,均重視背景與前景物體的關系,而蒙古國大學生更加注意對前景物體的知覺,這與漢族和內蒙古蒙古族大學顯著不同。文化差異影響個體的認知,文化融合會對認知產生建構作用,這種作用具有動態性。

Using Eye-movement technology, the present study aim to investigate the feature of Han and Mongolian college students’ cognitive process in the Scene-perception. The study finds that Inner Mongolian and Han college students are more concerned with the context, while Outer Mongolian college students are more focused on the salient objects. It suggests that both the cultural difference and blending can influence individual’s cognitive processes. In summary, our study support that the social constructionist theory of ethnicity and polycultural psychology.