威胁性刺激对考试焦虑个体注意控制加工的影响

发布时间：2018-05-09 08:32

本文选题：考试焦虑 + 注意控制　；参考：《东南大学》2017年博士论文

【摘要】：当代社会,许多学生深受考试焦虑的困扰,而后者往往源于考试情境中的个体对考试失败的担忧。本研究关注考试焦虑个体这种易受负性念头困扰的特点是否源于自我调节能力的不足?具体而言,考试焦虑个体的注意控制加工是否存在缺陷?考虑到迄今并不清楚考试焦虑个体在应对考试威胁时的注意控制机制,尤其对威胁情境下考试焦虑个体的注意分配灵活性缺乏清晰和一致的描述,本研究以高、低担忧型考试焦虑个体为被试,以经评定为不同考试威胁特征的双字词为刺激材料,通过四个研究共九个实验考察不同条件下威胁性刺激对考试焦虑个体注意控制加工的影响。研究一利用快速序列视觉呈现词语流任务形成的注意瞬脱(AB)效应,探讨不同注意控制意愿和不同认知负载条件下,考试焦虑个体的思维是否易受威胁性刺激的侵入。以考试威胁为靶(此时个体的注意控制意愿较强)的研究发现,与高认知负载条件下高、低考试焦虑组被试对考试威胁靶的AB效应无显著差异相比,有认知负载但水平不高时,考试威胁靶更易闯入考试焦虑个体当前意识领域,并损害其后续认知加工。而以考试威胁作为非靶呈现时(此时个体的控制加工意愿较弱),考试焦虑个体并未形成威胁性侵入思维。研究二采用修订的情绪性注意网络测验(ANT),考察考试威胁刺激在考试焦虑影响注意执行控制加工中的作用。结果发现,考试焦虑组被试的注意执行控制系统功能只在考试威胁干扰条件下显著低于对照组,该功能性不足随着威胁的消失而消失。研究三交叉融合视觉短时记忆(VSTM)的变化觉察范式和情绪Stroop任务,考察情境威胁干扰下考试焦虑个体的认知资源分配模式。结果发现有认知负载但资源易获补充时,考试焦虑个体更易受到与任务无关的考试威胁干扰,认知负载较高且资源难获补充时,考试威胁信息对于考试焦虑个体并无明显干扰。研究四通过评定不同情绪特征词汇的考试相关度和威胁度,考察高、低考试焦虑个体的效价评价系统差异。结果表明,对于考试威胁和考试无关威胁的词汇,高考试焦虑被试组对其威胁度评分显著更高。综上本研究发现:考试焦虑个体的负性侵入思维与其注意控制加工受损有关,该受损仅发生在与考试威胁有关的情境中,且受个体是否应用以及如何应用注意控制策略的影响。考试焦虑个体在由情境威胁特征、当前认知资源易获补充程度及加工时长等不同因素组合构成的情境压力下,会采用不同的注意调控策略,其中在承受认知资源压力但压力不高的条件下,受到考试威胁的侵扰最多。考试焦虑个体对情境威胁性的夸大,可能是造成其与正常个体认知差异的原因之一。本研究认为,注意干扰理论关于考试焦虑个体注意缺陷的观点、自我调节理论关于考试焦虑个体注意调控僵化的观点,均是对特定情境下考试焦虑个体注意控制加工特点的反映。本研究在总体上支持注意控制理论的同时,认为威胁性情境中的考试焦虑个体通过采用情绪性注意加工策略,仍显示出注意调控的某种灵活性。
[Abstract]:In contemporary society, many students are deeply troubled by test anxiety, and the latter often originates from the fear of test failure in the exam situation. It is not clear that the attention control mechanism of test anxiety individuals in response to test threats is not clear to date, especially the lack of a clear and consistent description of the agility of attention distribution in the test anxiety individuals under threat situations. This study uses high, low worry type test anxiety individuals as subjects, with a double character rated as the characteristic of different test threats. As a stimulus material, the effect of threat stimuli on the attention control processing of test anxiety under different conditions was investigated by four studies and nine experiments in four studies. There is no significant difference in the AB effect between the high cognitive load conditions and the low test anxiety group on the test threat target, and the test threat target is more easily intruded on the test target. Try to anxiety the individual current consciousness field and damage the follow-up cognitive processing. While the test threat as a non target presentation (at this time the individual's control processing intention is weak), the test anxiety individuals did not form a threat of invasive thinking. Study two the revised emotional attention network test (ANT) was used to examine the test threat stimulation in the examination anxiety. The results showed that the function of the attentional executive control system in the test anxiety group was significantly lower than the control group under the condition of the threat of examination, and the lack of function disappeared with the extinction of the threat. Study the change awareness paradigm and emotional Stroop task of the three cross fusion visual short-term memory (VSTM). The results show that the test anxiety individuals are more vulnerable to the task independent test threat when the cognitive load is supplemented by the cognitive load, and the test threat information has no obvious interference to the test anxiety individuals when the cognitive load is higher and the resource is difficult to be supplemented. Study four, by assessing the test correlation and threat degree of different emotional vocabulary, the differences in the evaluation system of high and low test anxiety individuals were investigated. The results showed that the test group was significantly higher on the threat degree of the high test anxiety group. Sexual intrusive thinking is related to its attention to control processing damage. The damage occurs only in situations related to examination threats, and is affected by the application of individuals and how to apply attention control strategies. Test anxiety individuals are composed of different factors such as the situation threat characteristics, the current cognitive resources and the processing time. Under the circumstances under pressure, different attention control strategies are adopted, among which the most intrusive under the conditions of cognitive resource pressure but not high pressure. The exaggeration of the situation threat by the test anxious individuals may be one of the reasons for the cognitive differences between them and the normal individuals. The point of view of individual attention deficit in test anxiety, the view of self-regulation theory about the stiffness and control of individual attention to test anxiety is a reflection of the characteristics of the attention control processing of the individual in the particular situation. Emotional attention processing strategy still shows some flexibility in attention regulation.

【学位授予单位】：东南大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：B842.3

【参考文献】