Kroger J
Education Department, Victoria University of Wellington, New Zealand.
J Adolesc. 1990 Mar;13(1):65-77. doi: 10.1016/0140-1971(90)90042-6.
This study was undertaken to examine the relationship between ego identity status and early memory themes in an effort to detect possible phases in the process of ego structuralization during late adolescence. Subjects were 73 late adolescents (39 women and 34 men) who had been first year university students two years previously. Each subject was given Marcia's (1966) Identity Status Interview and an Early Memories Interview designed to elicit world view orientation (Gushurst, 1971). Identity achievements most frequently expressed themes of moving contentedly alone or alongside significant others, while themes of moving away from the familiar were most common among moratoriums. Seeking security and support from significant others or familiar settings were most prevalent themes for foreclosures, while desire for relatedness was the most frequently occurring theme for diffusions. Statuses did not differ in frequency of themes expressing conflict. Consistent with observations of Mahler et al., (1975) on subphases of infant differentiation, results of this study point to similar processes as adolescents relinquish, rather than incorporate, parental introjects.
本研究旨在探讨自我认同状态与早期记忆主题之间的关系，以便发现青春期后期自我结构化过程中可能存在的阶段。研究对象为73名青春期后期的学生（39名女生和34名男生），他们两年前还是大学一年级学生。每位研究对象都接受了玛西亚（1966年）的认同状态访谈以及一次早期记忆访谈，后者旨在引出世界观取向（古斯特，1971年）。达成自我认同状态的学生最常表达的主题是愉快地独自前行或与重要他人并肩前行，而在延缓期学生中，远离熟悉事物的主题最为常见。向重要他人或熟悉环境寻求安全感和支持是封闭型学生最普遍的主题，而渴望建立关系是弥散型学生最常出现的主题。在表达冲突的主题频率上，不同状态之间没有差异。与马勒等人（1975年）对婴儿分化亚阶段的观察结果一致，本研究结果表明，随着青少年放弃而非接纳父母的内投物，会出现类似的过程。
