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Journal of Education and Teaching 제2권 제4호.jpg
학술저널

混合情绪刺激对联结记忆的影响

本研究旨在通过实验的方式探讨混合情绪刺激对联结记忆的影响。实验选择情绪词对作为材料,采用经典的联结再认范式,在控制唤醒度的条件下,探索混合情绪刺激对联结记忆的影响。学习阶段要求被试学习不同类型的情绪词对,再认阶段对词对进行联结再认判断。结果发现,混合情绪刺激、积极情绪刺激、消极情绪刺激的联结再认成绩(Pr)都显著小于中性条件。混合情绪刺激与积极情绪刺激的联结再认成绩差异不显著。混合情绪刺激和积极情绪刺激的联结再认成绩都显著高于消极情绪刺激的联结再认成绩。结果表明,相比于中性条件,混合情绪刺激、积极情绪刺激和消极情绪刺激都损害联结记忆。其中,消极情绪刺激对联结记忆损害程度最大,混合情绪刺激和积极情绪刺激次之。

The purpose of this study was to explore the effects of mixed emotional stimuli on associative memory. Emotional word pairs were chosen as the materials for the experiment, and the classical associative reconsideration paradigm was used to explore the effects of mixed emotional stimuli on associative memory under the condition of controlled arousal. Subjects were asked to learn different types of emotional word pairs in the learning phase, and associative recognition judgments were made on the word pairs in the recognition phase. It was found that the associative recognition scores (Pr) for mixed-emotion stimuli, positive-emotion stimuli, and negative-emotion stimuli were all significantly smaller than those for the neutral condition. The difference in associative recognition scores between mixed-emotion stimuli and positive-emotion stimuli was not significant. The association recognition scores for both mixed-emotion stimuli and positive-emotion stimuli were significantly higher than the association recognition scores for negative-emotion stimuli. The results suggest that mixed-emotion stimuli, positive-emotion stimuli, and negative-emotion stimuli impair associative memory compared to the neutral condition. Negative emotional stimuli impaired associative memory to the greatest extent, followed by mixed emotional stimuli and positive emotional stimuli.

Ⅰ.引言

Ⅱ.研究设计

Ⅲ.研究结果

Ⅳ.结论与讨论

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