情绪状态和情绪材料匹配下听觉定向遗忘效应的机制研究

发布时间：2018-03-05 04:35

本文选题：听觉　切入点：定向遗忘效应　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：定向遗忘是被试对特定学习材料进行有意识的遗忘,如果被试根据指导语的要求记住相应的项目或者忘记相应的项目,那么定向遗忘效应就产生了,该效应遵从代价-收益原则。本实验与前人研究的本质不同在于用听觉代替视觉,并分析研究听觉通道是否存在定向遗忘效应以及其产生机制。研究目的:(1)实验采用词表法,在不同情绪状态下对听觉通道进行研究,对词表1和词表2中中性情绪材料的再认成绩进行差异性检验,分析听觉通道能否和视觉一样产生定向遗忘效应。(2)在平静情绪状态下,对三种不同情绪学习材料(正性、中性和负性)的再认成绩进行研究,分析不同情绪的学习材料对听觉定向遗忘效应是否存在影响。(3)在不同情绪状态下(被试间设计),分别检验即时测验组(词表法研究范式)、主回忆组(词表法中增加对词表2的回忆和复述)和干扰组(词表法中增加干扰,阻止被试对词表2复述排除近因效应。)中中性情绪材料是否存在定向遗忘效应。同时对即时测验组和干扰组的成绩进行分析,研究在阻止被试进行复述后是否还存在定向遗忘效应,进一步分析听觉定向遗忘效应的机制是什么。(4)研究不同情绪状态和不同情绪性学习材料之间对听觉定向遗忘效应是否存在交互作用。研究方法:本实验采用3(正性情绪状态、负性情绪状态、中性情绪状态)×3(正性性学习材料、负性性学习材料、中性学习材料)的混合实验设计,共2个自变量,不同的情绪状态是被试间变量,不同情绪的学习材料是被试内变量。同一种情绪状态下被试进行三组不同的实验。因变量是三个不同实验组中词表1和词表2的再认成绩,当词表2的成绩明显好于词表1的成绩时,定向遗忘效应就产生了。被试选取四川师范大学校各年级共150名(各年级均分),正性情绪组、中性情绪组和负性情绪组的被试各50人,分析数据并剔除无效数据和极端数据后,正性情绪组有效被试33人,中性情绪组有效被试40人,负性情绪组有效被试35人,有效被试共108人。研究结果:1、听觉感觉通道有明显的定向遗忘效果。2、在听觉通道里,不同情绪材料的再认成绩有显著的差异,中性情绪的材料结果最显著,即产生听觉定向遗忘效应;正性和负性情绪材料均不存在的听觉定向遗忘效果。3、听觉通道的定向遗忘效应的机制是提取抑制。4、由于感觉通道的差异原因,不同的情绪状态对听觉定向遗忘效应的影响没有差异;情绪状态和情绪材料之间没有交互作用。
[Abstract]:Directional forgetting is the conscious forgetting of a particular learning material. If the subjects remember the corresponding items or forget the corresponding items according to the instruction language, then the directional forgetting effect is generated. This effect obeys the cost-benefit principle. The essence of this experiment differs from previous studies in replacing vision with hearing, and analyzing whether there is directed amnesia in auditory channels and its mechanism. The auditory channels were studied in different emotional states, and the recognition scores of neutral emotional materials in thesaurus 1 and lexicon 2 were tested to find out whether auditory channels had the same directional amnesia effect as vision. The recognition scores of three different emotional learning materials (positive, neutral and negative) were studied. Analysis of the effects of Learning Materials of different emotions on auditory directional amnesia.) under different emotional states (design between subjects, test instant test group (lexical research paradigm), main recall group (increased in lexical form). Add recall and repetition of thesaurus 2) and interference group (add interference in lexicon, The subjects were prevented from retelling whether there was a directional forgetting effect in the neutral emotional materials in lexical table 2 (excluding the proximal effect.) meanwhile, the scores of the instant test group and the interference group were analyzed. The study examined whether there was a directional forgetting effect after preventing subjects from retelling. To study the interaction between different emotional states and different emotional learning materials on auditory directional amnesia. Methods: this experiment uses 3 (positive emotional state). The mixed experiment design of 脳 3 (positive learning materials, negative learning materials, neutral learning materials) has two independent variables. The learning materials of different emotions were the variables within the subjects. Under the same emotional state, the subjects conducted three different groups of experiments. The dependent variables were the recognition scores of vocabulary table 1 and word table 2 in the three different experimental groups. When the score of thesaurus 2 was obviously better than that of thesaurus 1, the directional forgetting effect was produced. 150 students from Sichuan normal University were selected (average score of each grade, positive emotion group). There were 50 subjects in the neutral emotion group and 50 in the negative emotion group. After analyzing the data and excluding the invalid data and extreme data, 33 subjects in the positive emotion group, 40 subjects in the neutral emotion group and 35 subjects in the negative emotion group were effectively tested. There were 108 effective subjects. The results of the study were as follows: 1. The auditory sensory channel had a significant directional forgetting effect. In the auditory channel, there were significant differences in the recognition scores of different emotional materials, and the results of neutral emotion materials were the most significant. The mechanism of directional forgetting effect of auditory channel is extraction inhibition. 4. Because of the difference of sensory channel, there is no positive or negative emotional material. The mechanism of directional amnesia effect of auditory channel is to extract inhibition. 4, because of the difference of sensory channel, the mechanism of directional amnesia effect of auditory channel is extraction inhibition. There was no difference in the effects of different emotional states on auditory directional amnesia, and there was no interaction between emotional states and emotional materials.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.6

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