【摘要】：對(duì)于高中生而言,學(xué)業(yè)成績(jī)會(huì)對(duì)他們的自信心、人際關(guān)系等產(chǎn)生影響,也是影響心理健康水平的重要因素,通過(guò)提高再認(rèn)記憶,提高辨別力,有助于提高高中生在多項(xiàng)選擇題目中的正確率,提高學(xué)業(yè)成績(jī),有助于心理健康水平的提高。在本研究中,正念作為一種正念狀態(tài)和正念特質(zhì),特質(zhì)正念是指?jìng)�(gè)體獲得的是一種持久性的改變,改變的方面包括認(rèn)知、感覺和自我意識(shí),狀態(tài)正念指的是在正念練習(xí)之后這些方面產(chǎn)生暫時(shí)性的改變。在已有的正念與再認(rèn)記憶的研究中,正念對(duì)再認(rèn)記憶的影響并沒有得到一致性的結(jié)果,同時(shí),大部分研究集中在長(zhǎng)時(shí)正念練習(xí)對(duì)記憶的影響,較少對(duì)簡(jiǎn)短的正念練習(xí)進(jìn)行研究。在本研究中,采用不同時(shí)長(zhǎng)的正念練習(xí)和不同類型的學(xué)習(xí)-再認(rèn)材料,對(duì)正念練習(xí)對(duì)再認(rèn)記憶的影響進(jìn)行研究,同時(shí),也對(duì)正念特質(zhì)對(duì)再認(rèn)記憶的影響機(jī)制進(jìn)行進(jìn)一步的研究。研究一分別以詞語(yǔ)、無(wú)意義字母和圖片為學(xué)習(xí)再認(rèn)材料,均采用2(學(xué)習(xí)條件:測(cè)試材料學(xué)過(guò),測(cè)試材料未學(xué))×3(正念練習(xí)時(shí)長(zhǎng):無(wú)正念練習(xí),3分鐘正念練習(xí),10分鐘正念練習(xí))的混合實(shí)驗(yàn)設(shè)計(jì),以高中生為被試,采用學(xué)習(xí)-再認(rèn)范式,自變量為正念練習(xí)時(shí)長(zhǎng)和學(xué)習(xí)條件,正念練習(xí)時(shí)長(zhǎng)為被試間設(shè)計(jì),學(xué)習(xí)條件為被試內(nèi)設(shè)計(jì),因變量為擊中率、虛報(bào)率和辨別力。在研究二中,利用無(wú)線索回憶再認(rèn)范式研究正念特質(zhì)對(duì)漢字無(wú)線索回憶再認(rèn)的影響,對(duì)正念特質(zhì)是如何影響再認(rèn)記憶的進(jìn)行探索。采用2(正念特質(zhì):正念特質(zhì)高、正念特質(zhì)低)×2(漢字類型:學(xué)過(guò)、未學(xué)過(guò))的混合實(shí)驗(yàn)設(shè)計(jì),因變量為回憶正確率和熟悉性評(píng)分。綜合研究一、二,得出以下結(jié)論:(1)通過(guò)正念練習(xí)可以提高再認(rèn)記憶的表現(xiàn),降低虛報(bào)率并且提高辨別力。(2)圖片的辨別力最高,無(wú)意義字母的辨別力最低,詞語(yǔ)的辨別力居中。(3)在不同效價(jià)的圖片再認(rèn)記憶中,正性圖片更容易出現(xiàn)虛報(bào)。(4)正念特質(zhì)通過(guò)熟悉性影響再認(rèn)記憶。(5)正念練習(xí)可以有效的提高再認(rèn)記憶水平,有助于心理健康水平的提高。
[Abstract]:For high school students, academic achievement will have an impact on their self-confidence, interpersonal relationships and other important factors affecting their mental health, by improving recognition and memory, improve discrimination, It is helpful to improve the correct rate of high school students in multiple choice questions, to improve their academic achievement, and to improve their mental health. In this study, mindfulness, as a state of mindfulness and mindfulness, refers to a persistent change that an individual acquires, including cognitive, sensory and self-awareness. State mindfulness refers to a temporary change in these aspects after mindfulness practice. In the existing studies of mindfulness and recognition memory, the effect of mindfulness on recognition memory is not consistent. At the same time, most of the studies focus on the effects of long-term mindfulness exercises on memory, and less on brief mindfulness exercises. In this study, the effects of mindfulness exercises on recognition memory and the mechanism of mindfulness traits on recognition memory were studied by using different types of learning and recognition materials. In the first study, words, meaningless letters and pictures were used as the learning recognition materials, respectively, using 2 (study conditions: test materials were learned, test materials were not learned) 脳 3 (mindfulness practice duration: no mindfulness exercise, 3 minutes mindfulness exercise), The mixed experimental design of 10 minutes mindfulness exercise) was designed for senior high school students, using learning-recognition paradigm, independent variable was the length of mindfulness exercise and learning condition, the length of mindfulness exercise was designed between the subjects, and the learning condition was designed within the subjects. The dependent variables are hit rate, false rate and discrimination. In the second study, the influence of mindfulness on the recognition of Chinese characters without clue is studied by using the paradigm of no-clue recall recognition, and how the trait of mindfulness affects recognition memory is explored. 2 (mindfulness trait: high mindfulness trait, low mindfulness trait) 脳 2 (Chinese character type: learned, never learned) was used. The dependent variables were recall accuracy rate and familiarity score. Comprehensive study 1 and 2, draw the following conclusions: (1) through mindfulness exercise can improve the performance of recognition memory, reduce false report rate and improve the discrimination. (2) the discrimination of pictures is the highest, the discrimination of meaningless letters is the lowest. The discriminative power of words is in the middle. (3) in the picture recognition memory with different titers, (4) mindfulness affects recognition and memory through familiarity. (5) mindfulness exercises can effectively improve recognition and memory level and contribute to the improvement of mental health.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.3

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