评价性条件反射对大学生情绪影响的实验研究

发布时间：2018-06-12 18:35

本文选题：评价性条件反射 + 习得刺激　；参考：《江西师范大学》2013年硕士论文

【摘要】：目前，在情绪诱发与情绪启动的研究中，实验者往往采用直接的情绪材料，如图片、带有情感色彩的文字或语句、音乐、电影片断，促使被试产生情绪反应，或者做出某种情绪反应的准备，然后让被试完成某项任务，以此来研究情绪对该任务的影响，主要根据反应时、正确率等指标。直接情绪材料的呈现很容易让被试察觉到研究目的，从而有可能产生阻抗，影响实验的有效性，所以有研究者提出采用间接的手段来使被试产生情绪反应或作出情绪反应的准备。评价性条件反射作为干预性技术，在态度、偏好等领域已得到很好的运用，那么评价性条件反射是否也能影响人的情绪呢？针对这个问题，本文试图运用评价性条件反射使中性刺激转化为条件刺激，并在实验条件下考察条件刺激能否作为情绪启动刺激。本研究包括三个实验,实验一中将新异中性刺激与情绪图片配对让被试进行学习和评价，然后向被试单独呈现新异刺激，最后让被试根据自己对所呈现的中性刺激感受进行“愉快－不愉快”的评定，考察被试的评定分数是否存在显著差异。实验二与实验一类似，将新异中性刺激与情绪图片的配对呈现，然后向被试单独呈现条件刺激，最后请被试用正性负性情绪量表对自己的情绪进行自评，考察不同组别在正性和负性项目上分数的差异。实验三仍然向被试呈现配对材料，与实验一和实验二不同的是，实验三在呈现配对材料之后的情绪启动中采用评价分类任务，考察被试在不同实验条件下对词的反应时。通过实验，本研究获得以下结论：（1）评价性条件反射能使中性刺激转化为具有情绪效价的条件刺激。（2）只有在负性情绪项目上，女生受评价性条件反射的影响，，在正性情绪项目上，女生不受评价性条件反射的影响，而男生不管是在正性情绪项目上还是负性情绪项目上均不受评价性条件反射的影响。（3）经过评价性条件反射作用后，中性刺激获得情绪信息转化为条件刺激，该习得刺激可以作为情绪启动刺激，能够产生启动效应。
[Abstract]:At present, in the research of emotional induction and emotional initiation, the experimenters often use direct emotional materials, such as pictures, words or sentences with emotional color, music, film clips, to induce the subjects to produce emotional reactions. Or make some kind of emotional response preparation, then let the subjects complete a task, so as to study the impact of emotion on the task, mainly according to the reaction time, accuracy and other indicators. The presentation of direct emotional materials can easily make the subjects aware of the purpose of the study, which may lead to impedance and affect the effectiveness of the experiment. Therefore, some researchers suggest indirect methods to prepare the subjects for emotional reactions. As an interventionist technique, evaluative conditioned reflex has been well used in the fields of attitude and preference, so can evaluative conditioned reflex also affect people's emotion? In order to solve this problem, this paper attempts to use evaluative conditioned reflex to transform neutral stimulus into conditioned stimulus, and to investigate whether conditioned stimulus can be used as an emotional priming stimulus under experimental conditions. This study included three experiments. In experiment one, the neo-neutral stimuli were paired with the emotional pictures for the subjects to study and evaluate, and then the subjects were presented with new and different stimuli alone. At last, the subjects were asked to evaluate their feelings of neutral stimulation according to their "pleasantness and unpleasantness", and to see if there were significant differences in the scores of the subjects. The second experiment was similar to experiment one, which matched the new neutral stimuli with the emotional pictures, then presented the conditioned stimuli to the subjects individually. Finally, they were asked to self-evaluate their emotions by using the positive and negative emotion scale. The differences of positive and negative scores in different groups were investigated. In experiment 3, the paired materials were still presented to the subjects. Different from those in experiment 1 and experiment 2, the task of evaluating and classifying emotion after presenting matched materials was used in experiment 3 to investigate the reaction of the subjects to words under different experimental conditions. The results of this study are as follows: 1) evaluating conditioned reflexes can transform neutral stimuli into conditioned stimuli with emotional potency. Female students are influenced by evaluative conditioned reflex. In positive emotion items, female students are not affected by evaluative conditioned reflex. However, male students were not affected by evaluative conditioned reflex in either positive or negative emotional items. 3) after evaluating conditioned reflex, neutral stimuli obtained emotional information into conditioned stimuli. The acquisition stimuli can be used as emotional priming stimuli and can produce priming effects.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2

【参考文献】