本文選題：情緒信息 + 注意瞬脫　； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：注意瞬脫(AttentionalBlink,AB)是一種功能盲現(xiàn)象,主要用于探討注意在時(shí)間維度上的加工規(guī)律。研究者主要運(yùn)用快速序列視覺(jué)呈現(xiàn)(Rapid SerialVisual Presentation,RSVP)范式來(lái)探討注意瞬脫現(xiàn)象,當(dāng)快速呈現(xiàn)一系列視覺(jué)刺激時(shí),在被試正確報(bào)告首個(gè)靶目標(biāo)(T1)的情況下,對(duì)短時(shí)間內(nèi)(200ms-500ms)呈現(xiàn)的第二個(gè)靶目標(biāo)(T2)報(bào)告的正確率顯著降低。大量研究表明,注意瞬脫現(xiàn)象產(chǎn)生的原因非常復(fù)雜,其表現(xiàn)受到情緒、動(dòng)機(jī)等非認(rèn)知因素的影響。具體表現(xiàn)為:第一,與不具有情緒含義的刺激相比,具有情緒色彩的刺激更能吸引注意或占用更多的注意資源。第二,獎(jiǎng)賞也能夠影響個(gè)體的注意加工,使得個(gè)體傾向于對(duì)高獎(jiǎng)賞的刺激產(chǎn)生優(yōu)先反應(yīng)。以往的研究都是單獨(dú)地探討情緒或者獎(jiǎng)賞對(duì)注意瞬脫的影響,鮮有研究同時(shí)探討兩者對(duì)注意瞬脫的影響。因此,在本研究中將探討?yīng)勝p對(duì)情緒信息注意瞬脫的影響作用。本研究的目的是從發(fā)展的角度探討?yīng)勝p對(duì)情緒信息注意瞬脫的調(diào)節(jié)作用。兩個(gè)研究均采用單任務(wù)RSVP范式,在快速呈現(xiàn)的刺激流中,采用選自國(guó)際情緒圖庫(kù)的正性、中性、負(fù)性人物圖片為關(guān)鍵干擾刺激,要求被試排除情緒圖片的干擾正確識(shí)別目標(biāo)刺激。實(shí)驗(yàn)一以小學(xué)三、四、五年級(jí)學(xué)生為被試,探討了情緒信息注意瞬脫的發(fā)展特點(diǎn)。實(shí)驗(yàn)二以小學(xué)三年級(jí)學(xué)生為被試,探討了不同獎(jiǎng)賞水平的刺激對(duì)情緒性注意瞬脫的影響。結(jié)果發(fā)現(xiàn):(1)不同情緒干擾刺激下目標(biāo)刺激的正確率存在差異,負(fù)性干擾刺激下目標(biāo)刺激的正確率顯著低于中性和正性干擾刺激,這說(shuō)明時(shí)間進(jìn)程上的注意加工存在負(fù)性偏向。(2)不同年級(jí)下目標(biāo)刺激的正確率存在差異,小學(xué)三年級(jí)的正確率顯著低于小學(xué)五年級(jí),而小學(xué)四年級(jí)的正確率與三年級(jí)和五年級(jí)沒(méi)有差異,這說(shuō)明小學(xué)三年級(jí)到五年級(jí)階段可能是注意瞬脫發(fā)展的關(guān)鍵期。(3)不同獎(jiǎng)賞水平下的情緒信息注意瞬脫存在差異,負(fù)性干擾刺激下高獎(jiǎng)賞目標(biāo)刺激的正確率顯著高于無(wú)獎(jiǎng)賞目標(biāo)刺激的正確率,這說(shuō)明獎(jiǎng)賞能夠削弱負(fù)性刺激的干擾效應(yīng)。整個(gè)研究表明,在單任務(wù)的RSVP范式中,負(fù)性情緒刺激能夠加劇注意瞬脫的程度,兒童中晚期是注意瞬脫發(fā)展的關(guān)鍵期,獎(jiǎng)賞能夠削弱負(fù)性情緒誘發(fā)的注意瞬脫。
[Abstract]:Attentional BlinkABs is a kind of functional blindness, which is mainly used to study the processing law of attention in time dimension.The researchers mainly used the rapid SerialVisual presentation (RSVP) paradigm to explore the phenomenon of attention transients. When a series of visual stimuli were rapidly presented, the subjects reported the first target T1 correctly.The accuracy of the report on the second target T2 presented by 200ms-500 Ms in a short period of time was significantly reduced.A large number of studies have shown that the causes of attention transient phenomenon are very complex and its performance is influenced by non-cognitive factors such as emotion motivation and so on.Firstly, compared with the stimulation without emotional meaning, the stimulus with emotional color can attract more attention or occupy more attention resources.Second, reward can also influence the individual's attention processing, which makes the individual tend to give priority to the stimulation of high reward.Previous studies have explored the effects of emotion or reward on attention transients alone, and few studies have explored the effects of both on attention transients at the same time.Therefore, in this study, we will explore the effect of reward on the instant of emotional information attention.The aim of this study was to explore the regulatory effect of reward on the transient attention of emotional information from the perspective of development.Both of the two studies adopted the single task RSVP paradigm. In the fast presenting stimulus stream, the positive, neutral and negative images selected from the international emotional map library were used as the key interfering stimuli.Subjects were asked to correctly identify target stimuli without the interference of emotional images.In experiment one, the development characteristics of emotional information attention transient were discussed among the students of grade three, four and five in primary school.In the second experiment, the effects of different reward levels on emotional attention transient were investigated among the third grade primary school students.The results showed that there were differences in the correct rate of target stimulation under different emotional interference stimuli, and the correct rate of target stimulation under negative interference stimulation was significantly lower than that of neutral and positive interference stimulation.This indicates that there is a negative bias in the process of attention processing in time course. (2) there are differences in the correct rate of target stimulation in different grades, and the correct rate of the third grade is significantly lower than that of the fifth grade.However, there is no difference between grade 4 and grade 3 and grade 5, which indicates that the key period of attention transient development is from grade 3 to grade 5) there are differences in instant attention of emotional information under different reward levels.The correct rate of high reward target stimulus under negative interference stimulation is significantly higher than that of non reward target stimulation, which indicates that reward can weaken the interference effect of negative stimulus.The whole study shows that in the single-task RSVP paradigm, negative emotional stimulation can increase the degree of attention transient, and the middle and late stage of children is the key period for the development of attention transient, and the reward can weaken the attention transient induced by negative emotion.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B842

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