不同情绪弹性的初中生认知偏向的特质

发布时间：2018-03-23 19:49

本文选题：初中生　切入点：情绪弹性　出处：《山西师范大学》2017年硕士论文

【摘要】：情绪弹性是心理弹性的一个分支,指的是个体能够产生积极情绪以及个体能迅速从消极情绪中恢复过来的能力。情绪弹性是个体在日常生活中所具有的一种情绪能力,对个体快速适应外界环境、有效应对消极刺激具有非常重要的作用。初中生处于青春期,生理和心理发展的不平衡性,导致了各种冲突及矛盾,在面对外界的消极刺激时很容易产生消极情绪,并会影响他们的认知加工机制。本研究采用了初中生情绪弹性问卷,对运城某中学的初中生进行施测,筛选出前后各17%的初中生分别作为情绪弹性的高、低分组进行,通过对不同情绪弹性组的初中生面对不同性质的情绪词时,表现出来的注意偏向以及记忆偏向来对实验研究中的认知偏向的特点进行研究。实验分为两个实验。实验一采用2×3×2混合实验设计。自变量:情绪弹性水平(高、低)为组间变量,情绪词性质(积极、消极、中性)为组内变量,探测点位置(左侧、右侧)为组内变量。因变量为反应时,以此来研究初中生情绪弹性对注意偏向的影响。实验二采用2×2二因素混合设计。自变量有两个,一个是被试间变量:高、低情绪弹性水平,另外一个是被试内变量:积极情绪词、消极情绪词。因变量为反应时和正确率,以此来研究初中生情绪弹性对记忆偏向的影响。通过研究得出以下结论:1.在情绪词(积极、消极)和中性词同时出现时,不同情绪弹性的初中生对情绪词存在注意偏向。在积极情绪词的注意偏向上,高情绪弹性组的被试与低情绪弹性组的被试差异不显著。情绪弹性水平的低的被试组总是对消极词汇表现出注意偏向。2.在积极情绪词和消极情绪词同时呈现时,情绪弹性水平高的被试在探测点有效和无效时的反应时不存在显著差异。情绪水平低的被试组在探测点有效和无效时的反应时存在显著差异。这表明了不同情绪弹性水平的初中生对消极情绪词存在注意偏向,当探测点无效时,反应时更短。3.不同弹性水平的初中生对不同性质的目标词存在显著性差异。情绪弹性水平高的初中生对积极词汇再认正确率上要明显高于对消极词汇的再认正确率。情绪弹性水平低的初中生对消极词汇的再认正确率上要明显高于对积极词汇的再认正确率。情绪弹性高的初中生对积极词汇的再认正确率明显高于情绪弹性水平低的初中生。情绪弹性水低的初中生对消极词汇的再认正确率明显高于情绪弹性水平高的初中生。
[Abstract]:Emotional elasticity is a branch of psychological elasticity, which refers to the ability of an individual to produce positive emotions and to recover quickly from negative emotions. Emotional elasticity is an emotional ability of an individual in daily life. It is very important for individuals to adapt to the external environment quickly and to deal with negative stimuli effectively. Junior high school students are in puberty, and the imbalance of physical and psychological development leads to various conflicts and contradictions. It is easy to produce negative emotion and affect their cognitive processing mechanism in the face of external negative stimuli. This study uses emotional elasticity questionnaire of junior high school students to test middle school students in Yuncheng. At the same time, 17% of junior middle school students before and after were selected as high and low groups of emotional elasticity. When the junior high school students in different emotional elasticity groups were faced with different kinds of emotional words, The characteristics of cognitive bias in the experimental study were studied by using attentional bias and memory bias. The experiment was divided into two experiments. Experiment 1 was designed as a 2 脳 3 脳 2 hybrid experiment. Low) is the inter-group variable, the nature of the emotional word (positive, negative, neutral) is the intra-group variable, and the location of the probe point (left, right) is the intra-group variable. To study the effect of emotional elasticity on attention bias in junior high school students. Experiment two uses 2 脳 2 two-factor mixed design. There are two independent variables: high and low emotional elasticity. The other is the variables: positive emotion word, negative emotion word. The dependent variable is reaction time and correct rate to study the influence of emotional elasticity on memory bias of junior high school students. When both negative and neutral words appear at the same time, the junior high school students with different emotional elasticity have attention bias to emotional words. There was no significant difference between the high emotional elasticity group and the low emotional elasticity group. The low emotional elasticity group always showed attention bias to the negative words. 2. When the positive emotion words and the negative emotion words appeared simultaneously, There was no significant difference in the response time of the subjects with high emotional elasticity when the detection point was effective or ineffective, but there was significant difference between the low emotional level subjects in the response time when the detection point was effective and the response time was not effective. This indicated that there were significant differences in the response time between the two groups. The junior middle school students with elastic level have attention bias to negative emotion words, When the probe point is invalid, The response time was shorter. 3. There were significant differences in target words of different properties among junior high school students with different levels of elasticity. The recognition accuracy rate of positive words of middle school students with high level of emotional elasticity was significantly higher than that of negative words. The recognition rate of negative vocabulary in junior high school students with low emotional elasticity was significantly higher than that in positive vocabulary recognition, and the recognition accuracy rate of positive vocabulary in middle school students with high emotional elasticity was significantly higher than that in emotional resilience. The recognition rate of negative vocabulary was significantly higher in the middle school students with low emotional elasticity than that in the middle school students with high emotional elasticity.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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