不同通道下积极情绪对记忆类型的影响研究

发布时间：2018-06-02 23:05

本文选题：积极情绪 + 多通道　；参考：《西南大学》2017年硕士论文

【摘要】：情绪一直是认知心理学研究中不可或缺的部分,是指主体内在心理体验和对外界客观事物的态度及反应,情绪和记忆之间的影响一直是心理学研究中最关注的问题,内隐记忆的发现更是引起了国内外学者的重视。随着积极心理学的发展,有关积极情绪对记忆的影响研究逐渐增多,积极情绪有扩展认知、促进身心健康、建设个人资源等作用。以往的研究中被试大都是在校大学生或特殊人群,大多使用图片和汉字诱发被试的积极情绪,且使用单通道的实验方法。本文选择了音乐学院大一、大二的学生作为研究对象,使用音乐材料诱发被试的情绪,因为用音乐诱发被试的情绪具有以下优势:(1)用音乐诱发被试的情绪,具有高度一致性;(2)音乐诱发的情绪持续时间长,无论是积极情绪还是消极情绪,都可以在一定时间内保证诱发它的有效性。探讨内隐记忆和外显记忆中是否存在情绪依存性效应,加入了多通道的方法研究情绪依存性效应对内隐记忆、外显记忆的差异性影响研究。研究采用任务分离范式,使用指定的任务类型测验内隐记忆、外显记忆,实验一采用2(组别:情绪匹配组、情绪不匹配组)×2(测验类型:内隐偏好、外显再认)二因素设计,组别和测验类型都为被试间变量,实验分为学习和后测两个阶段,学习阶段有20首音频(全部为高积极效价、低熟悉度的材料),用指导语提示被试听赏并记住以便后测阶段使用。后测阶段同样是20首音频(10首是学习阶段学习过的,10首是未学习过的),利用指定的测验类型计算出内隐记忆、外显记忆的成绩,得出结果:(1)听觉通道下外显记忆中存在情绪依存性效应,即情绪匹配组和情绪不匹配组的成绩存在显著性差异;(2)听觉通道下内隐记忆中存在情绪依存性效应,即情绪匹配组和情绪不匹配组的成绩存在显著性差异。得出两种记忆类型中存在情绪依存性效应的结论,在此基础上我们进一步对两种记忆进行研究,实验二同样采用2(学习方式:听觉、视觉)×2(测验类型:内隐偏好、外显再认)二因素混合实验,其中学习方式既是被试内变量也是被试间变量,测验类型则为被试间变量。分为两个阶段,都包含学习阶段和后测阶段,第一阶段4组之间的学习方式和测验类型都不相同——视觉内隐组、视觉外显组、听觉内隐组、听觉外显组,第二阶段把视觉组的改为听觉组,把听觉组改为视觉组。得出的结果是:(1)在情绪依存条件下,音乐学习的外显记忆成绩要高于内隐记忆成绩;(2)在情绪依存条件下,进行外显音乐记忆时,视觉组的记忆成绩优于听觉组;(3)在情绪依存条件下,进行视觉音乐学习时,外显记忆的成绩优于内隐记忆。
[Abstract]:Emotion has always been an indispensable part of cognitive psychology research. It refers to the internal psychological experience of the subject and the attitude and reaction to external objective things. The influence between emotion and memory has always been the most concerned problem in psychological research. The discovery of implicit memory has attracted the attention of scholars at home and abroad. With the development of positive psychology, the research on the influence of positive emotion on memory is increasing gradually. Positive emotion has the functions of expanding cognition, promoting physical and mental health, building personal resources and so on. In previous studies, most of the subjects were college students or special people, most of them used pictures and Chinese characters to induce positive emotion of the subjects, and used single-channel experimental method. This paper chooses the freshmen and sophomores of the Conservatory of Music as the research object, and uses the music materials to induce the subjects' emotion, because the emotion of the subjects induced by music has the following advantages: 1) using music to induce the emotion of the subjects. The emotion induced by music has a long duration, both positive emotion and negative emotion can ensure its validity in a certain time. In order to study the effects of emotional dependence on implicit memory and explicit memory, the influence of emotional dependency on implicit memory and explicit memory was studied by adding multi-channel method. The task separation paradigm was used to test implicit memory and explicit memory. In experiment 1, two factors (group: emotion matching group, emotion mismatch group) 脳 2 (test type: implicit preference, explicit recognition) were used. The study was divided into two stages: learning and post-testing. There were 20 audio frequencies in the learning stage (all of which were high positive titer. Low-familiarity material, with instructions to be auditioned and remembered for use in the post-test phase. The post-test stage is also 20 audio clips, 10 audio records are learned in the learning stage, 10 are unlearned, and the scores of implicit memory and explicit memory are calculated by using the specified test types. The results showed that there was emotional dependence effect in explicit memory under auditory channel, that is, there was significant difference between emotion matching group and emotion mismatch group. (2) there was emotional dependence effect in implicit memory under auditory channel. In other words, there were significant differences between the emotional matching group and the emotional mismatch group. It is concluded that there are emotional dependence effects in two kinds of memory types. On the basis of this, we further study the two kinds of memory. Experiment two also uses 2( learning style: hearing, visual) 脳 2 (test type: implicit preference). Two factors mixed experiment, in which the learning style is both internal and inter-subjects variables, and the type of test is inter-subjects variable. It is divided into two stages, including learning stage and post-test stage. In the first stage, the learning styles and test types are different among the four groups-visual implicit group, visual explicit group, auditory implicit group, auditory explicit group. The second stage changes the visual group to the auditory group and the auditory group to the visual group. The result is: 1) under the condition of emotional dependence, the performance of explicit memory in music learning is higher than that in implicit memory. The memory scores of visual group were better than those of auditory group (3) under the condition of emotional dependence, the performance of explicit memory was better than that of implicit memory in visual music learning.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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