發(fā)布時(shí)間：2018-06-12 18:35

  本文選題：評(píng)價(jià)性條件反射 + 習(xí)得刺激��； 參考：《江西師范大學(xué)》2013年碩士論文

【摘要】：目前，在情緒誘發(fā)與情緒啟動(dòng)的研究中，實(shí)驗(yàn)者往往采用直接的情緒材料，如圖片、帶有情感色彩的文字或語句、音樂、電影片斷，促使被試產(chǎn)生情緒反應(yīng)，或者做出某種情緒反應(yīng)的準(zhǔn)備，然后讓被試完成某項(xiàng)任務(wù)，以此來研究情緒對(duì)該任務(wù)的影響，主要根據(jù)反應(yīng)時(shí)、正確率等指標(biāo)。直接情緒材料的呈現(xiàn)很容易讓被試察覺到研究目的，從而有可能產(chǎn)生阻抗，影響實(shí)驗(yàn)的有效性，所以有研究者提出采用間接的手段來使被試產(chǎn)生情緒反應(yīng)或作出情緒反應(yīng)的準(zhǔn)備。 評(píng)價(jià)性條件反射作為干預(yù)性技術(shù)，在態(tài)度、偏好等領(lǐng)域已得到很好的運(yùn)用，那么評(píng)價(jià)性條件反射是否也能影響人的情緒呢？針對(duì)這個(gè)問題，本文試圖運(yùn)用評(píng)價(jià)性條件反射使中性刺激轉(zhuǎn)化為條件刺激，并在實(shí)驗(yàn)條件下考察條件刺激能否作為情緒啟動(dòng)刺激。本研究包括三個(gè)實(shí)驗(yàn),實(shí)驗(yàn)一中將新異中性刺激與情緒圖片配對(duì)讓被試進(jìn)行學(xué)習(xí)和評(píng)價(jià)，然后向被試單獨(dú)呈現(xiàn)新異刺激，最后讓被試根據(jù)自己對(duì)所呈現(xiàn)的中性刺激感受進(jìn)行“愉快－不愉快”的評(píng)定，考察被試的評(píng)定分?jǐn)?shù)是否存在顯著差異。實(shí)驗(yàn)二與實(shí)驗(yàn)一類似，將新異中性刺激與情緒圖片的配對(duì)呈現(xiàn)，然后向被試單獨(dú)呈現(xiàn)條件刺激，最后請(qǐng)被試用正性負(fù)性情緒量表對(duì)自己的情緒進(jìn)行自評(píng)，考察不同組別在正性和負(fù)性項(xiàng)目上分?jǐn)?shù)的差異。實(shí)驗(yàn)三仍然向被試呈現(xiàn)配對(duì)材料，與實(shí)驗(yàn)一和實(shí)驗(yàn)二不同的是，實(shí)驗(yàn)三在呈現(xiàn)配對(duì)材料之后的情緒啟動(dòng)中采用評(píng)價(jià)分類任務(wù)，考察被試在不同實(shí)驗(yàn)條件下對(duì)詞的反應(yīng)時(shí)。通過實(shí)驗(yàn)，本研究獲得以下結(jié)論： （1）評(píng)價(jià)性條件反射能使中性刺激轉(zhuǎn)化為具有情緒效價(jià)的條件刺激。 （2）只有在負(fù)性情緒項(xiàng)目上，女生受評(píng)價(jià)性條件反射的影響，，在正性情緒項(xiàng)目上，女生不受評(píng)價(jià)性條件反射的影響，而男生不管是在正性情緒項(xiàng)目上還是負(fù)性情緒項(xiàng)目上均不受評(píng)價(jià)性條件反射的影響。 （3）經(jīng)過評(píng)價(jià)性條件反射作用后，中性刺激獲得情緒信息轉(zhuǎn)化為條件刺激，該習(xí)得刺激可以作為情緒啟動(dòng)刺激，能夠產(chǎn)生啟動(dòng)效應(yīng)。
[Abstract]:At present, in the research of emotional induction and emotional initiation, the experimenters often use direct emotional materials, such as pictures, words or sentences with emotional color, music, film clips, to induce the subjects to produce emotional reactions. Or make some kind of emotional response preparation, then let the subjects complete a task, so as to study the impact of emotion on the task, mainly according to the reaction time, accuracy and other indicators. The presentation of direct emotional materials can easily make the subjects aware of the purpose of the study, which may lead to impedance and affect the effectiveness of the experiment. Therefore, some researchers suggest indirect methods to prepare the subjects for emotional reactions. As an interventionist technique, evaluative conditioned reflex has been well used in the fields of attitude and preference, so can evaluative conditioned reflex also affect people's emotion? In order to solve this problem, this paper attempts to use evaluative conditioned reflex to transform neutral stimulus into conditioned stimulus, and to investigate whether conditioned stimulus can be used as an emotional priming stimulus under experimental conditions. This study included three experiments. In experiment one, the neo-neutral stimuli were paired with the emotional pictures for the subjects to study and evaluate, and then the subjects were presented with new and different stimuli alone. At last, the subjects were asked to evaluate their feelings of neutral stimulation according to their "pleasantness and unpleasantness", and to see if there were significant differences in the scores of the subjects. The second experiment was similar to experiment one, which matched the new neutral stimuli with the emotional pictures, then presented the conditioned stimuli to the subjects individually. Finally, they were asked to self-evaluate their emotions by using the positive and negative emotion scale. The differences of positive and negative scores in different groups were investigated. In experiment 3, the paired materials were still presented to the subjects. Different from those in experiment 1 and experiment 2, the task of evaluating and classifying emotion after presenting matched materials was used in experiment 3 to investigate the reaction of the subjects to words under different experimental conditions. The results of this study are as follows: 1) evaluating conditioned reflexes can transform neutral stimuli into conditioned stimuli with emotional potency. Female students are influenced by evaluative conditioned reflex. In positive emotion items, female students are not affected by evaluative conditioned reflex. However, male students were not affected by evaluative conditioned reflex in either positive or negative emotional items. 3) after evaluating conditioned reflex, neutral stimuli obtained emotional information into conditioned stimuli. The acquisition stimuli can be used as emotional priming stimuli and can produce priming effects.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：B844.2

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