本文選題：聽覺　切入點：定向遺忘效應(yīng)　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：定向遺忘是被試對特定學(xué)習(xí)材料進行有意識的遺忘,如果被試根據(jù)指導(dǎo)語的要求記住相應(yīng)的項目或者忘記相應(yīng)的項目,那么定向遺忘效應(yīng)就產(chǎn)生了,該效應(yīng)遵從代價-收益原則。本實驗與前人研究的本質(zhì)不同在于用聽覺代替視覺,并分析研究聽覺通道是否存在定向遺忘效應(yīng)以及其產(chǎn)生機制。研究目的:(1)實驗采用詞表法,在不同情緒狀態(tài)下對聽覺通道進行研究,對詞表1和詞表2中中性情緒材料的再認成績進行差異性檢驗,分析聽覺通道能否和視覺一樣產(chǎn)生定向遺忘效應(yīng)。(2)在平靜情緒狀態(tài)下,對三種不同情緒學(xué)習(xí)材料(正性、中性和負性)的再認成績進行研究,分析不同情緒的學(xué)習(xí)材料對聽覺定向遺忘效應(yīng)是否存在影響。(3)在不同情緒狀態(tài)下(被試間設(shè)計),分別檢驗即時測驗組(詞表法研究范式)、主回憶組(詞表法中增加對詞表2的回憶和復(fù)述)和干擾組(詞表法中增加干擾,阻止被試對詞表2復(fù)述排除近因效應(yīng)。)中中性情緒材料是否存在定向遺忘效應(yīng)。同時對即時測驗組和干擾組的成績進行分析,研究在阻止被試進行復(fù)述后是否還存在定向遺忘效應(yīng),進一步分析聽覺定向遺忘效應(yīng)的機制是什么。(4)研究不同情緒狀態(tài)和不同情緒性學(xué)習(xí)材料之間對聽覺定向遺忘效應(yīng)是否存在交互作用。研究方法:本實驗采用3(正性情緒狀態(tài)、負性情緒狀態(tài)、中性情緒狀態(tài))×3(正性性學(xué)習(xí)材料、負性性學(xué)習(xí)材料、中性學(xué)習(xí)材料)的混合實驗設(shè)計,共2個自變量,不同的情緒狀態(tài)是被試間變量,不同情緒的學(xué)習(xí)材料是被試內(nèi)變量。同一種情緒狀態(tài)下被試進行三組不同的實驗。因變量是三個不同實驗組中詞表1和詞表2的再認成績,當詞表2的成績明顯好于詞表1的成績時,定向遺忘效應(yīng)就產(chǎn)生了。被試選取四川師范大學(xué)校各年級共150名(各年級均分),正性情緒組、中性情緒組和負性情緒組的被試各50人,分析數(shù)據(jù)并剔除無效數(shù)據(jù)和極端數(shù)據(jù)后,正性情緒組有效被試33人,中性情緒組有效被試40人,負性情緒組有效被試35人,有效被試共108人。研究結(jié)果:1、聽覺感覺通道有明顯的定向遺忘效果。2、在聽覺通道里,不同情緒材料的再認成績有顯著的差異,中性情緒的材料結(jié)果最顯著,即產(chǎn)生聽覺定向遺忘效應(yīng);正性和負性情緒材料均不存在的聽覺定向遺忘效果。3、聽覺通道的定向遺忘效應(yīng)的機制是提取抑制。4、由于感覺通道的差異原因,不同的情緒狀態(tài)對聽覺定向遺忘效應(yīng)的影響沒有差異;情緒狀態(tài)和情緒材料之間沒有交互作用。
[Abstract]:Directional forgetting is the conscious forgetting of a particular learning material. If the subjects remember the corresponding items or forget the corresponding items according to the instruction language, then the directional forgetting effect is generated. This effect obeys the cost-benefit principle. The essence of this experiment differs from previous studies in replacing vision with hearing, and analyzing whether there is directed amnesia in auditory channels and its mechanism. The auditory channels were studied in different emotional states, and the recognition scores of neutral emotional materials in thesaurus 1 and lexicon 2 were tested to find out whether auditory channels had the same directional amnesia effect as vision. The recognition scores of three different emotional learning materials (positive, neutral and negative) were studied. Analysis of the effects of Learning Materials of different emotions on auditory directional amnesia.) under different emotional states (design between subjects, test instant test group (lexical research paradigm), main recall group (increased in lexical form). Add recall and repetition of thesaurus 2) and interference group (add interference in lexicon, The subjects were prevented from retelling whether there was a directional forgetting effect in the neutral emotional materials in lexical table 2 (excluding the proximal effect.) meanwhile, the scores of the instant test group and the interference group were analyzed. The study examined whether there was a directional forgetting effect after preventing subjects from retelling. To study the interaction between different emotional states and different emotional learning materials on auditory directional amnesia. Methods: this experiment uses 3 (positive emotional state). The mixed experiment design of 脳 3 (positive learning materials, negative learning materials, neutral learning materials) has two independent variables. The learning materials of different emotions were the variables within the subjects. Under the same emotional state, the subjects conducted three different groups of experiments. The dependent variables were the recognition scores of vocabulary table 1 and word table 2 in the three different experimental groups. When the score of thesaurus 2 was obviously better than that of thesaurus 1, the directional forgetting effect was produced. 150 students from Sichuan normal University were selected (average score of each grade, positive emotion group). There were 50 subjects in the neutral emotion group and 50 in the negative emotion group. After analyzing the data and excluding the invalid data and extreme data, 33 subjects in the positive emotion group, 40 subjects in the neutral emotion group and 35 subjects in the negative emotion group were effectively tested. There were 108 effective subjects. The results of the study were as follows: 1. The auditory sensory channel had a significant directional forgetting effect. In the auditory channel, there were significant differences in the recognition scores of different emotional materials, and the results of neutral emotion materials were the most significant. The mechanism of directional forgetting effect of auditory channel is extraction inhibition. 4. Because of the difference of sensory channel, there is no positive or negative emotional material. The mechanism of directional amnesia effect of auditory channel is to extract inhibition. 4, because of the difference of sensory channel, the mechanism of directional amnesia effect of auditory channel is extraction inhibition. There was no difference in the effects of different emotional states on auditory directional amnesia, and there was no interaction between emotional states and emotional materials.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842.6

【參考文獻】

相關(guān)期刊論文 前10條

1 白學(xué)軍;王媛媛;楊海波;;情緒一致性對有意遺忘的影響[J];心理科學(xué);2012年01期

2 楊文靜;楊金華;肖宵;張慶林;;負性情緒材料的定向遺忘及心理機制[J];心理科學(xué);2012年01期

3 楊文靜;張慶林;伍澤蓮;賈磊;;情緒性記憶的主動遺忘[J];心理科學(xué)進展;2010年06期

4 賈宏燕;梁拴榮;;情緒對單字法定向遺忘的影響[J];心理科學(xué);2010年02期

5 王海寶;張達人;余永強;;情緒記憶增強效應(yīng)的時間依賴性[J];心理學(xué)報;2009年10期

6 葉茂林;劉湘玲;;正確記憶與錯誤記憶中的感覺通道效應(yīng)研究[J];心理科學(xué);2008年05期

7 吳潤果;羅躍嘉;;情緒記憶的神經(jīng)基礎(chǔ)[J];心理科學(xué)進展;2008年03期

8 張海芹;荊懷福;王大偉;;單字法與字表法定向遺忘的比較研究[J];心理科學(xué);2007年04期

9 李雪冰;羅躍嘉;;情緒和記憶的相互作用[J];心理科學(xué)進展;2007年01期

10 王翠玲,邵志芳;國外關(guān)于情緒與記憶的理論與實驗研究綜述[J];心理科學(xué);2004年03期

相關(guān)博士學(xué)位論文 前1條

1 錢國英;情緒記憶的特點研究[D];華東師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前1條

1 李青青;不同情緒狀態(tài)下不同感覺通道對記憶的影響[D];新鄉(xiāng)醫(yī)學(xué)院;2013年

，

本文編號：1568787