小学生情绪记忆发展特点的研究

发布时间：2018-02-27 22:03

本文关键词： 情绪记忆情绪增强效应提取策略编码策略眼动　出处：《辽宁师范大学》2012年博士论文　论文类型：学位论文

【摘要】：一般来说,情绪事件更容易被回忆,即情绪因素对记忆有调节作用,这种情绪对记忆影响效应就是情绪记忆。在实验室情境下,情绪记忆是指情绪对编码、巩固和提取等不同加工阶段的影响。情绪对记忆的调节有两种调节作用,一方面是情绪事件较中性事件更易被记住,即情绪增强效应(emotional enhancement effect);另一方面是情绪对记忆的损害作用(emotional impairment effect)。近年来,许多研究对情绪的增强效应进行了广泛研究和深入探讨,但是,关于情绪唤醒水平和效价对儿童记忆的影响仍存在争议性。为了系统的探讨情绪对儿童记忆的影响,本研究从儿童记忆提取策略、编码时间、编码方式等方面探讨情绪对儿童记忆加工过程的影响。本研究以小学儿童为被试,以CAPS图库和网络上所筛选和评定的图片为实验材料,进行以下三个研究：在研究一中,采用RVSP范式考察小学儿童在不同提取策略中情绪图片再认记忆特征。通过对编码时间的控制—短时编码和长时编码条件,探讨儿童在偏好、传统再认、分析再认和非分析再认任务下对情绪图片记忆的特点。在研究二中,采用SSN范式考察小学儿童对具体视觉情绪图片记忆再认特征。首先对实验材料进行筛选和修改后,探讨情绪物体和在中性背景中的情绪图片的再认特点,同时结合眼动法从时间进程上为儿童情绪图片再认特征提供证据。在研究三中,采用SSN范式考察小学儿童在联想信息、情绪分组和提示线索条件等不同编码策略下的情绪图片再认的特点,以探讨不同编码策略对儿童情绪图片记忆的影响。对上述三项研究结果的分析与讨论的基础上,本研究得出以下的主要结论： 1.儿童情绪记忆中的增强效应显著。各个年级被试在短时和长时编码时间条件下,其4种提取策略均出现情绪增强效应。即儿童对负性材料的记忆高于正性和中性材料的记忆成绩,正性材料的记忆成绩略高于中性材料的记忆。 2.编码时间影响儿童的传统、分析和非分析情绪图片记忆的成绩。长时编码条件下传统再认,分析再认和分析再认提取策略任务的成绩高于短时编码条件的成绩。但在偏好任务中,其总体再认成绩并未随编码时间的增加而提高。 3.图片再认记忆存在年级主效应。具体来说,研究一中的偏好任务、研究二中的传统再认任务和非分析再认任务以及和研究二和研究三任务中,6年级和4年级的再认成绩均高于2年级儿童的再认成绩。 4.儿童的情绪图片的再认记忆不存在性别主效应。仅在情绪物体再认任务、联系信息和分组条件下的再认任务中出现情绪和性别的交互作用。其中,女生在三种任务中,其对正性图片的再认成绩好于中性和负性图片的记忆成绩。 5.不同情绪效价的物体图片的编码时间存在差异。其负性图片的编码时间长于正性和中性图片的编码时间,正性图片的编码时间长于中性图片的编码时间。 6.编码策略影响儿童情绪图片的再认成绩。其中,在分组条件下儿童对中性图片的再认成绩高于正性和负性情绪记忆图片,抵消了情绪唤醒水平和效价对儿童情绪记忆增强效应的影响。而在情绪提示符和联系信息下,儿童对负性图片的再认成绩均高于正性和中性图片的再认成绩。
[Abstract]:In general, emotional events are more likely to be recalled, that emotional factors have a moderating effect on the influence of emotion on memory, the memory effect is the emotional memory. In laboratory situations, emotional memory refers to emotional encoding, consolidation and extraction effect of different stages of the process of emotion regulation and memory. There are two kinds of regulation, a is a neutral emotional event event are easier to remember, is the emotional enhancement effect (emotional enhancement effect); on the other hand is the effect of emotion on memory impairment (emotional impairment effect). In recent years, many researchers have conducted extensive research and in-depth discussion on enhancement effect of emotion but on the effects of emotional arousal level and the titer on children's memory is still controversial.
In order to investigate the influence of emotion on children's memory system, this study extracted from children's memory strategies, encoding time, encoding mode of emotional impact on children's memory process. In this study, primary school children were tested with CAPS library and on the network screening and assessment of the pictures as the experimental materials, the following three research:
In the first study, investigation of primary school children in different extraction strategies in emotional picture recognition memory characteristics using the RVSP paradigm. Through short and long encoding encoding condition of encoding time control, to explore the children's preferences in the traditional recognition, analysis, recognition and analysis of non recognition features for emotional memory task.
In the second study, investigation of primary school children on specific visual emotional picture memory recognition features using the SSN paradigm. First, the experimental materials were selected and modified, and explore the emotional objects on a neutral background in emotional picture recognition, at the same time from the time course for children's emotional picture recognition features provide evidence with the eye movement method.
In the third study, we used SSN paradigm to investigate the recognition characteristics of primary school children's emotional pictures under different encoding strategies such as associative information, emotional grouping and prompting clues, so as to explore the influence of different encoding strategies on children's emotional picture memory.
On the basis of the analysis and discussion of the results of the above three studies, the main conclusions of this study are as follows:
The enhancement effect of 1. children in emotional memory significantly. Each grade was tested in the short and long encoding time under the conditions of the 4 kinds of extraction methods showed emotional enhancement effect. Children of the negative material memory than positive and neutral material memory scores, positive material memory performance is slightly higher than that of neutral material the memory.
2. encoding time influence children's tradition, memory analysis and analysis of non emotional picture performance. The traditional encoding under the condition of long recognition, recognition and analysis of the retrieval strategy tasks than short-term results. But in the condition of encoding preference task, the overall recognition performance did not increase with time and encoding to improve.
The 3. picture recognition memory are the main effect of grade. Specifically, a study on the preference of the second research task, the traditional recognition task and non recognition task analysis and study two and three in Grade 6 and 4 grade recognition scores were higher than those of grade 2 children recognition scores.
4. children's emotional picture recognition memory does not exist. The main effect of gender recognition task only in the emotional body, the interaction of emotion and gender appear contact information and grouping conditions and the recognition task. The girls in the three task, the positive pictures recognition scores better than neutral and the negative image of the memory.
5., there are differences in the encoding time of objects with different emotional titers. The encoding time of negative pictures is longer than that of positive and neutral pictures, and the encoding time of positive pictures is longer than that of neutral pictures.
Effect of 6. encoding strategies of children emotional picture recognition results. Among them, under the condition of children in group neutral pictures recognition scores higher than that in the positive and negative emotional memory pictures, offset the emotional arousal level and the titer of enhancement effect on children's emotional memory. And in the emotional prompt and contact information, children the negative pictures recognition scores were higher than positive and neutral picture recognition results.

【学位授予单位】：辽宁师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.1

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