本文選題：拋離行為 + 認(rèn)知疲勞�。� 參考：《陜西師范大學(xué)》2014年碩士論文

【摘要】：隨著第二代認(rèn)知科學(xué)的興起,具身認(rèn)知科學(xué)對(duì)心理過程和行為的影響受到越來越多的關(guān)注。大量的研究證實(shí)了認(rèn)知主體的身體狀態(tài)、環(huán)境因素、身體與環(huán)境的相互作用影響到個(gè)體的情緒、態(tài)度與認(rèn)知。認(rèn)知疲勞是認(rèn)知過程中無法避免的一種負(fù)性的影響,對(duì)于個(gè)體的身體健康產(chǎn)生了消極作用,同時(shí)對(duì)正在進(jìn)行的甚至是之后要進(jìn)行的認(rèn)知活動(dòng)產(chǎn)生惡性干擾。認(rèn)知疲勞干擾了注意的集中,阻礙了認(rèn)知資源的合理分配,也對(duì)認(rèn)知活動(dòng)的控制功能產(chǎn)生不利影響,長(zhǎng)時(shí)間的認(rèn)知疲勞還會(huì)形成心理疲勞,影響個(gè)體的計(jì)劃能力和執(zhí)行能力。于此相反,認(rèn)知疲勞恢復(fù)的過程是一種積極的過程,幫助個(gè)體恢復(fù)神經(jīng)遞質(zhì)等生理機(jī)能和注意力等心理機(jī)能,更好的適應(yīng)環(huán)境。 拋離行為是指將一種事物或體驗(yàn)脫離自身的行為過程。作為一種常見的心理訓(xùn)練行為——拋離行為,已經(jīng)在團(tuán)體訓(xùn)練中作為自我悅納和情緒調(diào)節(jié)的方法被廣泛使用。雖然暫無研究證實(shí)拋離行為對(duì)認(rèn)知個(gè)體的影響,但是有許多研究證實(shí)了團(tuán)體訓(xùn)練對(duì)個(gè)體的積極作用,而這種訓(xùn)練包含了拋離行為的過程。那么心理認(rèn)知疲勞恢復(fù)過程會(huì)不會(huì)受到身體狀況影響?拋離行為對(duì)心理疲勞恢復(fù)又能起到多少促進(jìn)作用?因此,本研究運(yùn)用注意力相關(guān)實(shí)驗(yàn),探索了三種不同環(huán)境下的拋離行為對(duì)認(rèn)知疲勞恢復(fù)的影響。 本研究共包含四個(gè)實(shí)驗(yàn),實(shí)驗(yàn)一采用兩種不同認(rèn)知任務(wù)難度：簡(jiǎn)單認(rèn)知任務(wù)(Go/NoGo實(shí)驗(yàn))和較復(fù)雜認(rèn)知任務(wù)難度(三個(gè)兩位數(shù)加法計(jì)算),探討不同認(rèn)知難度疲勞效應(yīng)產(chǎn)生的穩(wěn)定性,為疲勞恢復(fù)實(shí)驗(yàn)確定疲勞范式。結(jié)果發(fā)現(xiàn)"Go/NoGo"任務(wù)中,被試的反應(yīng)時(shí)和正確率的趨勢(shì)較為穩(wěn)定和統(tǒng)一,表現(xiàn)出明顯的趨勢(shì)性,從第一階段到第四階段,反應(yīng)時(shí)依次增長(zhǎng),正確率依次下降；“三個(gè)兩位數(shù)相加”認(rèn)知任務(wù)的結(jié)果雖也顯示出了反應(yīng)時(shí)和正確率的變化,但是變化趨勢(shì)有波動(dòng),正確率從第一階段到第五階段依次下降,但是反應(yīng)時(shí)出現(xiàn)了第二階段反應(yīng)時(shí)較五個(gè)階段最短,第三階段反應(yīng)時(shí)較五個(gè)階段最長(zhǎng)。實(shí)驗(yàn)二為實(shí)體拋離對(duì)認(rèn)知疲勞恢復(fù)的影響實(shí)驗(yàn),在認(rèn)知主體出現(xiàn)疲勞后誘發(fā)實(shí)驗(yàn)組進(jìn)行實(shí)體拋離行為,對(duì)照組在相同的時(shí)間內(nèi)休息。結(jié)果發(fā)現(xiàn)：實(shí)體拋離行為實(shí)驗(yàn)中實(shí)驗(yàn)組被試和對(duì)照組被試在進(jìn)行實(shí)體拋離后和休息后的認(rèn)知作業(yè)水平都顯著高于認(rèn)知疲勞階段的認(rèn)知作業(yè)水平。實(shí)體拋離實(shí)驗(yàn)中實(shí)驗(yàn)組被試的疲勞恢復(fù)效應(yīng)與對(duì)照組相等時(shí)間休息后的認(rèn)知疲勞恢復(fù)作用相比具有顯著差異。實(shí)驗(yàn)三為虛擬界面拋離對(duì)認(rèn)知疲勞恢復(fù)的影響實(shí)驗(yàn),在認(rèn)知主體出現(xiàn)疲勞后誘發(fā)實(shí)驗(yàn)組進(jìn)行電腦屏幕(虛擬界面)拋離行為,對(duì)照組在相同時(shí)間內(nèi)休息。結(jié)果發(fā)現(xiàn)：兩組休息或虛擬拋離后的反應(yīng)時(shí)顯著短于認(rèn)知疲勞階段的反應(yīng)時(shí)；正確率顯著高于認(rèn)知疲勞階段正確率。但虛擬界面拋離行為被試組與對(duì)照組在拋離行為或休息后的實(shí)驗(yàn)結(jié)果并無顯著的差異。實(shí)驗(yàn)四為想象拋離對(duì)認(rèn)知疲勞恢復(fù)的影響實(shí)驗(yàn),在認(rèn)知主體出現(xiàn)疲勞后誘發(fā)實(shí)驗(yàn)組進(jìn)行想象拋離行為,對(duì)照組在相同的時(shí)間內(nèi)休息。結(jié)果發(fā)現(xiàn)：實(shí)驗(yàn)組被試在想象拋離行為后表現(xiàn)出了認(rèn)知疲勞恢復(fù)效應(yīng)；對(duì)照組被試在休息后也出現(xiàn)了認(rèn)知疲勞恢復(fù)效應(yīng)；對(duì)比想象拋離行為后數(shù)據(jù)和休息后數(shù)據(jù)得知,實(shí)驗(yàn)組認(rèn)知正確率顯著高于對(duì)照組,反應(yīng)時(shí)顯著低于對(duì)照組。 綜合本研究的實(shí)驗(yàn)結(jié)果分析以及討論,得出以下主要結(jié)論：認(rèn)知疲勞的產(chǎn)生不受認(rèn)知任務(wù)難度的影響,但認(rèn)知任務(wù)難度不同,疲勞出現(xiàn)的時(shí)間先后略有差異；實(shí)體拋離行為有助于認(rèn)知疲勞恢復(fù)；想象拋離行為有助于認(rèn)知疲勞恢復(fù)；簡(jiǎn)單虛擬界面拋離行為對(duì)認(rèn)知疲勞恢復(fù)無法起到促進(jìn)作用。研究結(jié)果支持了具身認(rèn)知科學(xué)主要思想,人的身體行為與環(huán)境的互動(dòng)對(duì)心理過程有所影響。
[Abstract]:With the rise of the second generation of cognitive science, more and more attention has been paid to the impact of physical cognitive science on psychological processes and behaviors. A large number of studies have confirmed that the body state, environmental factors, and the interaction between the body and the environment affect the individual's emotion, attitude and cognition. A negative effect, which has a negative effect on the physical health of an individual, and a malignant disturbance to the cognitive activities that are being carried out even after the cognitive activity. Cognitive fatigue interferes with the concentration of attention, hinders the rational distribution of cognitive resources, and has an adverse effect on the control function of cognitive activity, long time cognition. Fatigue also forms psychological fatigue that affects the individual's planning and execution abilities. On the contrary, the process of cognitive fatigue recovery is a positive process to help the individual recover the psychological functions such as neurotransmitters and other physiological functions and attention, and better adapt to the environment.
The act of separation is the process of separating a thing or experience from itself. As a common psychological training act, the act of throwing away is widely used as a method of self pleasing and emotional adjustment in group training. Although there is no study to confirm the effect of the act on individuals, there are many studies confirmed. The group training has a positive effect on the individual, and this kind of training contains the process of throwing off behavior. Then, how can the mental cognitive fatigue recovery process be affected by the physical condition? How much effect can it play to the recovery of psychological fatigue? Therefore, this study explored three different environments by using the related experiments. The effect of the behavior on the recovery of cognitive fatigue.
There are four experiments in this study. In the first one, two kinds of cognitive task difficulty: simple cognitive task (Go/NoGo experiment) and more complex cognitive task difficulty (three two digit addition calculation) were used to investigate the stability of different cognitive difficulty fatigue effects and to determine the fatigue paradigm for fatigue recovery experiments. The results were found in the "Go/NoGo" task, The trend of reaction time and correct rate of the subjects is more stable and unified, showing obvious tendency. From the first to the fourth stage, the reaction time increases in turn and the correct rate descends in turn. The result of "three two digit plus" cognitive task also shows the change of reaction time and positive rate, but the change trend is fluctuant, correct The rate decreased from the first stage to the fifth stage, but the reaction occurred in the second stage was the shortest in the five stage, the third stage was the longest in the five stage. The second was the experiment on the effect of physical tiredness on the recovery of cognitive fatigue, and the experimental group was induced by the entity throwing behavior after the cognitive body was tired, and the control group was in the control group. The results showed that the cognitive work level of the experimental group and the control group in the experimental group and the control group were significantly higher than the cognitive level in the cognitive fatigue stage. The fatigue recovery effect of the experimental group was equal to the control group during the entity throwing out experiment. The effect of cognitive fatigue recovery was significantly different after the cognitive fatigue recovery. Experiment three was an experiment on the effect of virtual interface throwing off on cognitive fatigue recovery. After the cognitive body was tired, the experimental group was induced by the computer screen (virtual interface), and the control group rest at the same time. The results showed that the two groups of rest or after the virtual departure were the opposite. The correct rate is significantly shorter than the cognitive fatigue stage, and the correct rate is significantly higher than that of the cognitive fatigue stage. However, there is no significant difference between the experimental group and the control group in the experimental group and the control group. Experiment four is the experiment of the effect of imagination throwing on cognitive fatigue recovery. After the work, the experimental group was induced by imaginary rejection, and the control group took a rest in the same time. The results showed that the experimental group showed the cognitive fatigue recovery effect after the imaginary rejection; the control group also had the cognitive fatigue recovery effect after the rest, and compared the data after the departure and the rest data. The cognitive accuracy of the experimental group was significantly higher than that of the control group, and the response time was significantly lower than that of the control group.
Based on the analysis and discussion of the experimental results of this study, the following main conclusions are drawn: cognitive fatigue is not affected by the difficulty of cognitive task, but the difficulty of cognitive task is different and the time of fatigue appears slightly different. The behavior of simple virtual interface can not promote cognitive fatigue recovery. The results support the main idea of physical cognitive science. The interaction between human body behavior and environment affects psychological process.
【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)】：B842.1

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