【摘要】：隨著國民經(jīng)濟的快速發(fā)展，人們的物質(zhì)生活條件得到了極大的改善，在物質(zhì)生活得到滿足之后，人們把關(guān)注的焦點轉(zhuǎn)移到精神生活，更關(guān)注個體的心理健康。除了適度的情緒控制、恰當正確的自我認知以及良好的人際交往之外，心理健康還包括健全的智力，廣義上的認知包括與智力有關(guān)的一切活動。同時，以往的研究發(fā)現(xiàn)，工作記憶是認知活動中最重要的核心因素，為所有認知活動提供了一個工作平臺。大學生是社會的新興力量，是未來促進社會發(fā)展的主力軍。因此，研究體育鍛煉對大學生工作記憶的影響具有非常重要的理論和現(xiàn)實意義。 大量研究表明，身體鍛煉對認知活動有影響，但這種影響隨鍛煉強度不同而不同。以往研究表明，短期中等強度的體育鍛煉能對鍛煉者的認知活動產(chǎn)生積極影響，高強度的劇烈運動對個體的認知功能卻會產(chǎn)生消極的影響�；诖�，本研究假設(shè)：（1）不同強度的運動對大學生工作記憶的影響不同；（2）小強度和中等強度運動都能夠改善大學生的工作記憶，但改善的程度有所不同；（3）大強度的運動則會損害大學生的工作記憶。 本研究采用實驗的方法。在內(nèi)蒙古師范大學的本科生中選取80名被試（Ｍ＝２２．7，SD=0.79），男女各半，所有被試均沒有參與體育鍛煉的習慣。按運動強度將實驗分為安靜組、小強度運動組、中等強度運動組和大強度運動組。安靜組被試要求被試靜坐5分鐘；小強度要求被試心率達到110-120次/min；中等強度要求心率達到140-150次/min；大強度運動要求心率達到170-180次/min。心率達到要求后維持此心率繼續(xù)運動5分鐘。利用polar表來監(jiān)控被試心率，以跑步為鍛煉形式。所有被試在運動后立刻進行言語和空間2-back任務(wù)測試，收集被試的正確率和反應(yīng)時。 實驗結(jié)果顯示:（1）在正確率上，不同的運動強度對大學生兩種工作記憶均沒有顯著影響。（2）在反應(yīng)時上，不同的運動強度對大學生兩種工作記憶有不同的影響，并且差異顯著。主要表現(xiàn)在小強度運動降低了被試言語和空間工作記憶的反應(yīng)時，，但這種降低不具有顯著意義：言語工作記憶反應(yīng)時P=0.2980.05，空間工作記憶反應(yīng)時P=0.6080.05；中等強度的運動能夠顯著加快被試言語和空間工作記憶的反應(yīng)：言語工作記憶反應(yīng)時P=0.040.05，空間工作記憶反應(yīng)時P=0.0340.05；大強度運動會顯著增加被試在言語和空間工作記憶任務(wù)上的反應(yīng)時：言語工作記憶反應(yīng)時P=0.0370.05，空間工作記憶反應(yīng)時P=0.0470.05。不同性別的被試在不同運動強度下，兩種工作記憶的正確率和反應(yīng)時均無顯著差異。
[Abstract]:With the rapid development of the national economy, people's material living conditions have been greatly improved. After the material life has been satisfied, people focus on the spiritual life and pay more attention to the individual's mental health. In addition to moderate emotional control, proper self-cognition and good interpersonal communication, mental health also includes sound intelligence. In a broad sense, cognition includes all activities related to intelligence. At the same time, previous studies have found that working memory is the most important core factor in cognitive activities and provides a working platform for all cognitive activities. College students are the new strength of society and the main force to promote social development in the future. Therefore, it is of great theoretical and practical significance to study the influence of physical exercise on the working memory of college students. A large number of studies have shown that physical exercise has an impact on cognitive activities, but this effect varies with the intensity of exercise. Previous studies have shown that the short-term moderate intensity of physical exercise can have a positive impact on the cognitive activities of exercisers, but high intensity of strenuous exercise will have a negative impact on the cognitive function of individuals. Based on this, this study hypothesized: (1) the effect of different intensity exercise on the working memory of college students is different; (2) both small intensity and moderate intensity exercise can improve the working memory of college students, but the degree of improvement is different; (3) intensive exercise can damage the working memory of college students. This research adopts the experimental method. Among the undergraduates of Inner Mongolia normal University, 80 subjects (MJ22.7SD0.79), half of men and half of men, had no habit of participating in physical exercise. According to exercise intensity, the experiment was divided into quiet group, small intensity exercise group, moderate intensity exercise group and high intensity exercise group. Participants in the quiet group were asked to sit for 5 minutes, the heart rate of the subjects with small intensity was 110-120 times / min; moderate intensity, the heart rate was 140-150 beats / min; heavy intensity exercise required 170-180 beats / min.. Maintain the heart rate for 5 minutes after the heart rate reaches the request. Use the polar table to monitor the heart rate of the subjects, taking running as a form of exercise. All subjects were tested with verbal and spatial 2-back task immediately after exercise, and the correct rate and reaction time were collected. The results showed that: (1) different exercise intensity had no significant effect on two kinds of working memory of college students in correct rate. (2) in response time, different exercise intensity had different influence on two kinds of working memory of college students. And the difference is significant. The main results were as follows: the response of speech and spatial working memory was decreased by small intensity exercise, but the decrease was not significant: the response time of speech working memory was 0.2980.05, the reaction of spatial working memory was 0.6080.05; Moderate intensity exercise could significantly accelerate the responses of speech and spatial working memory: P0. 040.05 in verbal working memory and 0. 034. 05 in spatial working memory. The response time of speech and spatial working memory task was significantly increased in high intensity exercise: P0.0370.05 for verbal working memory and 0.0470.05 for spatial working memory. There was no significant difference in the correct rate and reaction time of working memory between the two groups under different exercise intensity.
【學位授予單位】：內(nèi)蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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