本文選題：積極情緒 + 多通道�。� 參考：《西南大學(xué)》2017年碩士論文

【摘要】：情緒一直是認知心理學(xué)研究中不可或缺的部分,是指主體內(nèi)在心理體驗和對外界客觀事物的態(tài)度及反應(yīng),情緒和記憶之間的影響一直是心理學(xué)研究中最關(guān)注的問題,內(nèi)隱記憶的發(fā)現(xiàn)更是引起了國內(nèi)外學(xué)者的重視。隨著積極心理學(xué)的發(fā)展,有關(guān)積極情緒對記憶的影響研究逐漸增多,積極情緒有擴展認知、促進身心健康、建設(shè)個人資源等作用。以往的研究中被試大都是在校大學(xué)生或特殊人群,大多使用圖片和漢字誘發(fā)被試的積極情緒,且使用單通道的實驗方法。本文選擇了音樂學(xué)院大一、大二的學(xué)生作為研究對象,使用音樂材料誘發(fā)被試的情緒,因為用音樂誘發(fā)被試的情緒具有以下優(yōu)勢:(1)用音樂誘發(fā)被試的情緒,具有高度一致性;(2)音樂誘發(fā)的情緒持續(xù)時間長,無論是積極情緒還是消極情緒,都可以在一定時間內(nèi)保證誘發(fā)它的有效性。探討內(nèi)隱記憶和外顯記憶中是否存在情緒依存性效應(yīng),加入了多通道的方法研究情緒依存性效應(yīng)對內(nèi)隱記憶、外顯記憶的差異性影響研究。研究采用任務(wù)分離范式,使用指定的任務(wù)類型測驗內(nèi)隱記憶、外顯記憶,實驗一采用2(組別:情緒匹配組、情緒不匹配組)×2(測驗類型:內(nèi)隱偏好、外顯再認)二因素設(shè)計,組別和測驗類型都為被試間變量,實驗分為學(xué)習(xí)和后測兩個階段,學(xué)習(xí)階段有20首音頻(全部為高積極效價、低熟悉度的材料),用指導(dǎo)語提示被試聽賞并記住以便后測階段使用。后測階段同樣是20首音頻(10首是學(xué)習(xí)階段學(xué)習(xí)過的,10首是未學(xué)習(xí)過的),利用指定的測驗類型計算出內(nèi)隱記憶、外顯記憶的成績,得出結(jié)果:(1)聽覺通道下外顯記憶中存在情緒依存性效應(yīng),即情緒匹配組和情緒不匹配組的成績存在顯著性差異;(2)聽覺通道下內(nèi)隱記憶中存在情緒依存性效應(yīng),即情緒匹配組和情緒不匹配組的成績存在顯著性差異。得出兩種記憶類型中存在情緒依存性效應(yīng)的結(jié)論,在此基礎(chǔ)上我們進一步對兩種記憶進行研究,實驗二同樣采用2(學(xué)習(xí)方式:聽覺、視覺)×2(測驗類型:內(nèi)隱偏好、外顯再認)二因素混合實驗,其中學(xué)習(xí)方式既是被試內(nèi)變量也是被試間變量,測驗類型則為被試間變量。分為兩個階段,都包含學(xué)習(xí)階段和后測階段,第一階段4組之間的學(xué)習(xí)方式和測驗類型都不相同——視覺內(nèi)隱組、視覺外顯組、聽覺內(nèi)隱組、聽覺外顯組,第二階段把視覺組的改為聽覺組,把聽覺組改為視覺組。得出的結(jié)果是:(1)在情緒依存條件下,音樂學(xué)習(xí)的外顯記憶成績要高于內(nèi)隱記憶成績;(2)在情緒依存條件下,進行外顯音樂記憶時,視覺組的記憶成績優(yōu)于聽覺組;(3)在情緒依存條件下,進行視覺音樂學(xué)習(xí)時,外顯記憶的成績優(yōu)于內(nèi)隱記憶。
[Abstract]:Emotion has always been an indispensable part of cognitive psychology research. It refers to the internal psychological experience of the subject and the attitude and reaction to external objective things. The influence between emotion and memory has always been the most concerned problem in psychological research. The discovery of implicit memory has attracted the attention of scholars at home and abroad. With the development of positive psychology, the research on the influence of positive emotion on memory is increasing gradually. Positive emotion has the functions of expanding cognition, promoting physical and mental health, building personal resources and so on. In previous studies, most of the subjects were college students or special people, most of them used pictures and Chinese characters to induce positive emotion of the subjects, and used single-channel experimental method. This paper chooses the freshmen and sophomores of the Conservatory of Music as the research object, and uses the music materials to induce the subjects' emotion, because the emotion of the subjects induced by music has the following advantages: 1) using music to induce the emotion of the subjects. The emotion induced by music has a long duration, both positive emotion and negative emotion can ensure its validity in a certain time. In order to study the effects of emotional dependence on implicit memory and explicit memory, the influence of emotional dependency on implicit memory and explicit memory was studied by adding multi-channel method. The task separation paradigm was used to test implicit memory and explicit memory. In experiment 1, two factors (group: emotion matching group, emotion mismatch group) 脳 2 (test type: implicit preference, explicit recognition) were used. The study was divided into two stages: learning and post-testing. There were 20 audio frequencies in the learning stage (all of which were high positive titer. Low-familiarity material, with instructions to be auditioned and remembered for use in the post-test phase. The post-test stage is also 20 audio clips, 10 audio records are learned in the learning stage, 10 are unlearned, and the scores of implicit memory and explicit memory are calculated by using the specified test types. The results showed that there was emotional dependence effect in explicit memory under auditory channel, that is, there was significant difference between emotion matching group and emotion mismatch group. (2) there was emotional dependence effect in implicit memory under auditory channel. In other words, there were significant differences between the emotional matching group and the emotional mismatch group. It is concluded that there are emotional dependence effects in two kinds of memory types. On the basis of this, we further study the two kinds of memory. Experiment two also uses 2( learning style: hearing, visual) 脳 2 (test type: implicit preference). Two factors mixed experiment, in which the learning style is both internal and inter-subjects variables, and the type of test is inter-subjects variable. It is divided into two stages, including learning stage and post-test stage. In the first stage, the learning styles and test types are different among the four groups-visual implicit group, visual explicit group, auditory implicit group, auditory explicit group. The second stage changes the visual group to the auditory group and the auditory group to the visual group. The result is: 1) under the condition of emotional dependence, the performance of explicit memory in music learning is higher than that in implicit memory. The memory scores of visual group were better than those of auditory group (3) under the condition of emotional dependence, the performance of explicit memory was better than that of implicit memory in visual music learning.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842

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本文編號：1970530