考试焦虑者注意偏向的动态时间变化

发布时间：2019-06-05 11:16

【摘要】：本研究主要采用事件相关电位技术(Event-related potential, ERP)和眼动追踪技术(Eye-tracking technique),通过评定标准化的考试焦虑图片库和词汇库,以考试相关及无关威胁词汇或图片作为刺激材料,探讨了在点探测任务中刺激的呈现时间及威胁水平对高、低考试焦虑个体注意偏向的影响。主要的结果和结论如下:1.阈上200ms刺激呈现时,在行为水平上,高考试焦虑个体对考试相关威胁刺激存在注意偏向,而低考试焦虑个体则对考试相关刺激存在注意回避;在脑电水平上,高考试焦虑组在考试无关威胁词线索琐时N1波幅增强以及考试相关威胁词异侧探测时的靶琐时N200波幅增强和LPP波幅减弱,而低考试焦虑组的考试相关威胁词异侧探测时的靶琐时N200波幅减弱。2.阈下50ms刺激呈现时,与低考试焦虑相比,在行为水平上,高考试焦虑个体对考试相关低威胁刺激产生注意易化趋势,并对考试相关高威胁刺激脱离易化;在脑电水平上,高考试焦虑个体线索诱发的Cl波幅、N1峰值以及靶刺激诱发的N1波幅和峰值、P1波幅增强。3.阈上500ms刺激呈现时,与低考试焦虑相比,在行为水平上,高考试焦虑个体对考试相关的高、低威胁刺激均产生注意回避及脱离困难:在脑电水平上,高考试焦虑个体线索诱发的N1峰值以及靶刺激诱发的N1峰值、P1波幅升高。4.在刺激呈现时间3000ms时,与低考试焦虑相比,高考试焦虑个体对考试相关低威胁刺激存在注意易化,对考试相关高威胁刺激注意回避;随着认知负荷的增加,高考试焦虑个体对呈现时间为3000ms的考试相关威胁刺激脱离困难。5.高考试焦虑个体对考试相关威胁刺激注意偏向呈现动态变化特征,对考试相关威胁刺激注意偏向出现在早期的前注意加工阶段,并在后期的策略加工阶段对威胁刺激注意保持或回避。威胁水平和认知负荷也会调节考试焦虑者对考试相关威胁刺激注意偏向成分。对本研究存在的局限、本研究结果及应用进行了深入讨论,且对于未来研究工作及研究方向,提供具体建议。
[Abstract]:In this study, event-related potential techniques (Event-related potential, ERP) and eye movement tracking techniques (Eye-tracking technique),) were used to evaluate standardized test anxiety photography and vocabulary. Using test-related and unrelated threat words or pictures as stimulus materials, this paper discusses the effects of stimulation presentation time and threat level on attention bias of individuals with high and low test anxiety. The main results and conclusions are as follows: 1. When the threshold 200ms stimulation was presented, at the behavioral level, the anxiety individuals in the college entrance examination showed attention bias to the test-related threat stimuli, while the low test anxiety individuals had attention avoidance to the test-related stimuli. At the EEG level, in the college entrance examination anxiety group, the N1 amplitude of the unrelated threat word clue was enhanced, and the N200 amplitude and the LPP amplitude of the test related threat word were enhanced and the amplitude of N200 was weakened when the test related threat words were detected on the different side of the test. In the low test anxiety group, the N200 amplitude of the target was weakened when the test-related threat words were detected differently. 2. When subthreshold 50ms stimulation was presented, compared with low test anxiety, at the behavioral level, individuals with college entrance examination anxiety had a tendency of attention facilitation to test-related low threat stimuli, and were separated from facilitation to test-related high threat stimuli. At EEG level, the amplitude of Cl induced by individual clues of anxiety in college entrance examination, the amplitude and peak of N1 induced by target stimulation, and the amplitude of P1 were enhanced. 3. When the suprathreshold 500ms stimulation was presented, compared with the low test anxiety, at the behavioral level, the individuals with anxiety in the college entrance examination had attention avoidance and difficulty in getting rid of the high and low threat stimuli related to the exam: at the EEG level, The N1 peak induced by individual clues and the N1 peak induced by target stimulation increased the amplitude of P1. 4. When stimulation presents time 3000ms, compared with low test anxiety, high test anxiety individuals have attention facilitation to test related low threat stimuli and attention avoidance to test related high threat stimuli. With the increase of cognitive load, individuals with anxiety in college entrance examination were out of difficulty to stimulate the threat related to the presentation time of 3000ms. 5. The anxiety individuals in college entrance examination showed dynamic characteristics of attention bias to test-related threat stimulation, and the test-related threat stimulus attention bias appeared in the early pre-attention processing stage. And in the later stage of strategic processing, attention to threat stimulation to maintain or avoid. Threat level and cognitive load also regulate the bias of test anxiety to test-related threat stimulation attention bias. The limitations of this study, the results and applications of this study are discussed in depth, and some concrete suggestions are provided for the future research work and research direction.
【学位授予单位】：东南大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：B842.3

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