本文關(guān)鍵詞： 情緒啟動(dòng) 工作記憶廣度 大學(xué)生　出處：《陜西師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：為了適應(yīng)社會(huì)發(fā)展的需要,人們更加重視科學(xué)有效的學(xué)習(xí),因此影響學(xué)習(xí)的各種因素越來(lái)越受到關(guān)注,其中有關(guān)于情緒的研究日益增多。情緒對(duì)人的心理健康、生活和工作有重要作用。“心寧則智生,智生則事成�！蔽覈�(guó)四書之一的《大學(xué)》說(shuō)：“知止而后有定,定而后能靜,靜而后能安,安而后能慮,慮而后能得�！痹谂囵B(yǎng)學(xué)習(xí)型人才的同時(shí),人們體現(xiàn)了作為學(xué)習(xí)接受者的一些生理特點(diǎn),教育者們也改進(jìn)了教育方法,而工作記憶是學(xué)習(xí)中不可缺少的心理生理機(jī)制。因此,情緒的合理調(diào)節(jié)可以使工作記憶廣度擴(kuò)大,提高學(xué)習(xí)效率。工作記憶作為一種認(rèn)知機(jī)制,在人們的學(xué)習(xí)中起到了不可替代的作用,是決定一個(gè)人能否完成工作任務(wù)的一個(gè)重要條件。工作記憶廣度是情緒啟動(dòng)對(duì)工作記憶影響研究的重點(diǎn),起著至關(guān)重要的作用,對(duì)此的合理干預(yù)可以影響學(xué)習(xí)者的學(xué)習(xí)效率與知識(shí)獲得。國(guó)內(nèi)外有關(guān)工作記憶的研究已經(jīng)較為成熟,但是將工作記憶廣度作為指標(biāo)探索情緒啟動(dòng)對(duì)工作記憶的影響還尚未完善。 本研究以隨機(jī)抽樣的方法選取了79名大學(xué)生為被試,探索情緒啟動(dòng)對(duì)工作記憶廣度的影響。大學(xué)生是未來(lái)社會(huì)的中堅(jiān)力量,所以努力完善情緒啟動(dòng)和工作記憶研究,提高情緒管理和工作記憶能力水平,對(duì)于建設(shè)學(xué)習(xí)型人才社會(huì),推動(dòng)社會(huì)發(fā)展具有現(xiàn)實(shí)意義。本研究預(yù)期以情緒刺激材料的類型為切入點(diǎn),通過(guò)激發(fā)被試的正負(fù)性情緒,考察不同情緒對(duì)工作記憶廣度的作用。使學(xué)習(xí)者和教育者對(duì)情緒啟動(dòng)有一個(gè)相對(duì)準(zhǔn)確的認(rèn)識(shí),為教育教學(xué)工作提供依據(jù)。 本研究回顧了情緒啟動(dòng)、工作記憶及情緒啟動(dòng)與工作記憶廣度的相關(guān)研究,根據(jù)情緒刺激材料類型(圖片、聲音、視頻)的不同設(shè)計(jì)了三個(gè)實(shí)驗(yàn),將情緒效價(jià)(正性、負(fù)性)作為每個(gè)實(shí)驗(yàn)的自變量,運(yùn)用E-prime2.0施測(cè)。實(shí)驗(yàn)一采用圖片作為情緒刺激材料,被試在正性和負(fù)性情緒效價(jià)的圖片呈現(xiàn)后,分別完成言語(yǔ)工作記憶廣度任務(wù)和空間工作記憶廣度任務(wù)；實(shí)驗(yàn)二采用聲音作為情緒刺激材料,被試在正性和負(fù)性情緒效價(jià)的聲音呈現(xiàn)后,分別完成言語(yǔ)工作記憶廣度任務(wù)和空間工作記憶廣度任務(wù)；實(shí)驗(yàn)三采用視頻作為情緒刺激材料,被試在正性和負(fù)性情緒效價(jià)的視頻呈現(xiàn)后,分別完成言語(yǔ)工作記憶廣度任務(wù)和空間工作記憶廣度任務(wù)。結(jié)果發(fā)現(xiàn)：不同性別對(duì)空間工作記憶廣度的影響差異顯著；不同情緒效價(jià)對(duì)言語(yǔ)工作記憶廣度的影響差異顯著；不同情緒刺激材料對(duì)言語(yǔ)和空間工作記憶廣度的影響均差異顯著；言語(yǔ)反應(yīng)時(shí)在情緒刺激材料與情緒效價(jià)上的交互效應(yīng)顯著,空間反應(yīng)時(shí)在情緒刺激材料與性別上的交互效應(yīng)顯著。 通過(guò)對(duì)實(shí)驗(yàn)結(jié)果的數(shù)據(jù)分析和討論,得出研究的主要結(jié)論： (1)男性在解決空間工作記憶廣度任務(wù)上比女性更有優(yōu)勢(shì)。 (2)正性情緒的情緒啟動(dòng)效應(yīng)效果比負(fù)性情緒好。 (3)圖片作為情緒刺激材料的啟動(dòng)效應(yīng)效果最佳。
[Abstract]:In order to meet the needs of social development, people pay more attention to scientific and effective learning, so the influence of various factors of learning more and more attention, more and more research on the emotion which has increased. The mood of people's mental health, life and work have an important role. "Ning Zezhi, wisdom is one of China's four things." the < > University said: "then there is only known to be, will then be able to quiet, quiet and then to safety, security and then be able to consider, consider and then can get." in the training of learning talent at the same time, some people reflect the physiological characteristics of the recipient's learning, educators also improved the education method, and work the physiological mechanism of learning memory is indispensable in psychology. Therefore, reasonable adjustment can make the working memory to expand the breadth of emotions, improve the learning efficiency. Working memory as a cognitive mechanism, in people's learning plays an irreplaceable role That is an important condition to determine whether a person can complete the task. Working memory span is the focus of the study of affective priming effect on working memory, plays a vital role in the reasonable intervention can affect the learning efficiency and acquiring knowledge. Domestic and foreign research related working memory has been more mature, but will working memory span as indicators to explore the priming effect on working memory is not perfect.
In this study, the random sampling method to select 79 college students as subjects, explore the priming effect on working memory span. College students are the backbone of the future society, so to improve the research and start working memory to improve mood, emotional management and working memory capacity level, for the construction of learning society, has practical significance promote the development of the society. This study is expected to types of stimuli as the breakthrough point, through positive and negative emotion to stimulate the subjects, the effects of different breadth of emotion on working memory. The learners and educators have a relatively accurate understanding of emotion priming, provide the basis for the work of Education and teaching.
This study reviews the related research of emotion priming, working memory and emotion and working memory span, according to the types of stimuli (images, sound, video) of different design three experiments, the emotional valence (positive, negative) as independent variable for each experiment, using E-prime2.0 experimental measurement. Using the pictures as stimuli, subjects were presented in positive and negative emotional pictures, complete verbal working memory span task and spatial working memory span task; experiment two using voice as emotional stimuli materials, subjects in the positive and negative emotional valence sound presentation, respectively verbal working memory span task and spatial working memory span task; experiment three used as video stimuli, subjects were presented in positive and negative emotional valence of the video, were completed speech down The memory span task and spatial working memory span task. The results showed: the influence of different gender on spatial working memory span difference; effect of different emotional valence on verbal working memory span was significant difference; effect of different stimuli on verbal and spatial working memory range significantly; verbal response in emotional stimulus interaction material and emotional valence on the significant spatial response in emotional stimulus materials and gender interaction effect was significant.
Through the analysis and discussion of the data of the experimental results, the main conclusions of the study are obtained.
(1) men have more advantages than women in solving space working memory span tasks.
(2) the effect of positive emotional priming effect is better than negative emotion.
(3) the effect of the picture as an emotional stimulus is the best.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蔣重清;楊麗珠;劉穎;孟爽;李敏;;老年人閾下情緒對(duì)其認(rèn)知偏向和認(rèn)知效率影響之比較[J];心理與行為研究;2007年01期

2 張欽平;;不同類型材料的情緒啟動(dòng)效應(yīng)研究[J];保健醫(yī)學(xué)研究與實(shí)踐;2011年01期

3 段寧;;不同情緒啟動(dòng)狀態(tài)下的注意穩(wěn)定性對(duì)記憶廣度的影響[J];太原師范學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2013年03期

4 劉燁;付秋芳;傅小蘭;;認(rèn)知與情緒的交互作用[J];科學(xué)通報(bào);2009年18期

5 隋雪;高淑青;王娟;;情緒影響認(rèn)知實(shí)驗(yàn)研究的進(jìn)展[J];遼寧師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2010年02期

6 王紅瑞;;大學(xué)生負(fù)性情緒與注意集中性的關(guān)系研究[J];牡丹江教育學(xué)院學(xué)報(bào);2010年01期

7 鄭希付;焦慮情緒與啟動(dòng)情緒兩種狀態(tài)下的記憶信息處理[J];心理科學(xué);2005年02期

8 程九清;高湘萍;;閾下情緒啟動(dòng)效應(yīng)的衰退和反應(yīng)競(jìng)爭(zhēng)模型[J];心理科學(xué);2006年02期

9 周萍;陳琦鸝;;情緒刺激材料的研究進(jìn)展[J];心理科學(xué);2008年02期

10 朱詩(shī)敏;鄭希付;;短影片啟動(dòng)情緒對(duì)注意偏向的影響[J];心理科學(xué);2009年02期

，

本文編號(hào)：1458752