發(fā)布時間：2018-04-22 01:21

  本文選題：語篇閱讀 + 有意遺忘　； 參考：《河北大學》2017年碩士論文

【摘要】：語篇閱讀是人們在日常生活中進行情緒表達的一個重要認知活動,對語篇中情緒事件的研究一直是認知學研究者關注的熱點問題。目前心理學界對語篇閱讀中情緒事件的研究集中在記憶加工機制的探討上,而有意遺忘范式同樣是對記憶加工機制探索的一個行之有效的研究范式,有意遺忘范式主要有字表法和單字法兩種,在該范式下主要探索不同指令(記憶指令和遺忘指令)下學習項目在測試階段成績差異的心理機制問題,而語篇中情緒事件的加工方式與獨立的情緒圖片和情緒詞的加工方式是不同的。那有意遺忘指令對語篇中情緒事件的回憶會產(chǎn)生怎樣的影響,這種影響在不同性質的情緒事件(情緒效價、故事行為等)中是否會不同呢?針對這些問題,本研究采用多因素實驗設計,以主題故事性短文為實驗材料,探索有意遺忘指令延時和實時兩種不同呈現(xiàn)方式下有意遺忘指令對語篇中情緒事件回憶的影響。實驗1中有意遺忘指令是延時呈現(xiàn)的,結果表明,有意遺忘指令會對語篇中情緒事件的回憶提取產(chǎn)生阻礙,即產(chǎn)生了有意遺忘效應。這種阻礙在不同性質的情緒事件中作用是不同的,即對有無標簽事件的阻礙作用差異不顯著。對中心事件的阻礙作用小于邊緣事件。實驗2中有意遺忘指令是實時呈現(xiàn)的,結果表明,有意遺忘指令同樣會對語篇中情緒事件的回憶提取產(chǎn)生阻礙,即對帶標簽事件阻礙作用小于不帶標簽事件,對中心事件的阻礙作用小于邊緣事件。綜合研究結果可以得出,語篇閱讀中的情緒事件雖然是以情境模型進行表征記憶的,但有意遺忘指令還是對情緒事件的提取恢復產(chǎn)生了阻礙,這種阻礙即使有線索的提示也無法消除;對于不同性質的情緒事件,有意遺忘指令對其產(chǎn)生的阻礙大小是不同;同一性質的情緒事件,有意遺忘指令呈現(xiàn)的方式不同,對其的阻礙大小也是不同。
[Abstract]:Discourse reading is an important cognitive activity for people to express emotions in daily life. The study of emotional events in discourse has always been a hot topic for cognitive researchers. At present, psychological studies on emotional events in discourse reading focus on the mechanism of memory processing, while intentional forgetting paradigm is also an effective paradigm to explore the mechanism of memory processing. There are two kinds of intentional forgetting paradigm: word table method and single word method. Under this paradigm, the psychological mechanism of different learning items under different instruction (memory instruction and forgetting instruction) in the test stage is explored. However, the processing of emotional events in discourse is different from that of independent emotional pictures and words. What is the effect of the intentional forgetting instruction on the recall of emotional events in the discourse, and does this effect differ in different types of emotional events (emotional potency, story behavior, etc.)? In order to solve these problems, the present study adopts a multi-factor experimental design to explore the effect of intentional forgetting instruction on emotional event recall in discourse under two different presentation modes: intentional oblivion instruction delay and real-time oblivion instruction. In experiment 1, the intentional forgetting instruction is presented in a delayed manner. The results show that the intentional forgetting instruction hinders the recall of emotional events in the discourse, that is, the intentional forgetting effect is produced. This hindrance has different functions in different emotional events, that is to say, there is no significant difference in the blocking effect to the events with or without labels. The blocking effect on the central event is less than that on the edge event. In experiment 2, the intentional forgetting instruction is presented in real time. The results show that the intentional forgetting instruction also hinders the recall of emotional events in the discourse, that is, the effect on tagged events is less than that on untagged events. The blocking effect on the central event is less than that on the edge event. The results show that although the emotional events in discourse reading are represented by situational models, the intentional forgetting instruction still hinders the recovery of emotional events. This hindrance cannot be eliminated even if there is a clue; for emotional events of different nature, the magnitude of the hindrance created by the intentional forgetting instruction is different; and for the same emotional event, the intentional forgetting instruction presents in different ways, The resistance to it is also different in size.
【學位授予單位】：河北大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842.6

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本文編號：1784975