本文選題：失戀 + 注意偏向�。� 參考：《河北大學(xué)》2014年碩士論文

【摘要】：大學(xué)生處于成長(zhǎng)過(guò)渡階段，戀愛(ài)并不十分穩(wěn)定，分手的情況頻繁發(fā)生，而每一次失戀都是成長(zhǎng)中的一次重要事件，對(duì)成長(zhǎng)提出新的適應(yīng)和挑戰(zhàn)。在身心發(fā)展處于重要過(guò)渡階段的青年和成年早期，對(duì)失戀之后的客觀認(rèn)識(shí)和正確引導(dǎo)是相當(dāng)重要的研究課題。綜上所述，“失戀”問(wèn)題是大部分人成長(zhǎng)過(guò)程中所要經(jīng)歷的，對(duì)此問(wèn)題的探討是有一定現(xiàn)實(shí)意義的。 本研究截取了完整感情經(jīng)歷的一個(gè)階段“失戀期”，選取某高校學(xué)生共45名進(jìn)行研究，失戀后被試會(huì)體驗(yàn)到負(fù)性情緒，那么他們對(duì)失戀相關(guān)的刺激會(huì)有怎樣的認(rèn)知模式呢？他們?cè)谡J(rèn)知的時(shí)間進(jìn)程上會(huì)表現(xiàn)出何種差異？其原因又是什么？ 本研究通過(guò)兩個(gè)研究探討失戀者對(duì)失戀刺激的認(rèn)知的時(shí)間進(jìn)程特征及原因，，研究一通過(guò)對(duì)失戀者認(rèn)知時(shí)間進(jìn)程的追蹤，發(fā)現(xiàn)沒(méi)有任何實(shí)驗(yàn)處理的情況下，他們的注意模式是：定向偏向，加速探測(cè)，最初的注意回避，總體的注意回避，而在經(jīng)歷情緒誘發(fā)之后，他們的注意模式是：定向偏向，加速探測(cè)，最初的注意維持，總體的注意回避，并且他們與控制組在探測(cè)速度上表現(xiàn)出顯著差異，說(shuō)明他們對(duì)“失戀情緒刺激”有著不同于沒(méi)有經(jīng)歷的人的警覺(jué)和敏感。 其原因通過(guò)研究二進(jìn)行了探索，發(fā)現(xiàn)失戀組對(duì)戀愛(ài)相關(guān)事件的認(rèn)知和情緒混淆，這一結(jié)果能夠解釋研究一，失戀者失戀后記憶加工的長(zhǎng)時(shí)特征中包含了認(rèn)知和情緒兩種成分，他們對(duì)失戀事件的認(rèn)知信息和情緒信息有所混淆。因?yàn)檎J(rèn)知和情緒的混淆，他們?cè)谡J(rèn)知的早期階段是完全受到自己失戀經(jīng)歷的影響的，所以會(huì)表現(xiàn)出與控制組不同的反應(yīng)。這說(shuō)明失戀者對(duì)失戀的記憶是存儲(chǔ)于情境獲得系統(tǒng)（SAM）中的，他們經(jīng)歷了更多的情緒體驗(yàn)。
[Abstract]:College students are in the transitional stage of growing up, love is not very stable, breakup occurs frequently, and each time lovelorn is an important event in the growth, put forward new adaptations and challenges to the growth. In the early stage of youth and adulthood, the objective understanding and correct guidance after lovelorn is a very important research subject. To sum up, the problem of lovelorn is what most people experience in the process of growing up, and the discussion of this problem is of certain practical significance. This study intercepts a stage of the complete emotional experience "lovelorn period", selects a college student altogether 45 carries on the research, after the lovelorn will experience the negative emotion, then what kind of cognition pattern will they have to the lovelorn related stimulation? What are the differences in the time course of cognition? And why? In this study, two studies were conducted to explore the characteristics and causes of the cognition of lovelorn stimuli. In the first study, it was found that there was no experimental treatment on the cognitive time process of the lovelorn. Their pattern of attention is: directional bias, accelerated detection, initial attentional avoidance, general attentional avoidance, and after experiencing emotional induction, their attention pattern is: directional bias, accelerated detection, initial attention maintenance. The overall attention-avoidance, and the significant differences between them and the control group in the detection speed, showed that they were different from those who had not experienced the alertness and sensitivity to the "lovelorn stimulation". The reasons are explored in the second study, and it is found that the cognitive and emotional confusion of the lovelorn group about the events related to love. This result can explain the first, the long-term characteristics of the memory processing after the lovelorn includes two components: cognition and emotion. They are confused about the cognitive and emotional information about the lovelorn event. Because of the confusion between cognition and emotion, they are completely influenced by their lovelorn experience in the early stage of cognition, so they will show different reactions from the control group. This suggests that the lovelorn's memory is stored in the situational acquisition system (SAM) and they experience more emotional experiences.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B844.2

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