有意遗忘指令对语篇阅读中情绪事件回忆的影响

发布时间：2018-04-22 01:21

本文选题：语篇阅读 + 有意遗忘　；参考：《河北大学》2017年硕士论文

【摘要】：语篇阅读是人们在日常生活中进行情绪表达的一个重要认知活动,对语篇中情绪事件的研究一直是认知学研究者关注的热点问题。目前心理学界对语篇阅读中情绪事件的研究集中在记忆加工机制的探讨上,而有意遗忘范式同样是对记忆加工机制探索的一个行之有效的研究范式,有意遗忘范式主要有字表法和单字法两种,在该范式下主要探索不同指令(记忆指令和遗忘指令)下学习项目在测试阶段成绩差异的心理机制问题,而语篇中情绪事件的加工方式与独立的情绪图片和情绪词的加工方式是不同的。那有意遗忘指令对语篇中情绪事件的回忆会产生怎样的影响,这种影响在不同性质的情绪事件(情绪效价、故事行为等)中是否会不同呢?针对这些问题,本研究采用多因素实验设计,以主题故事性短文为实验材料,探索有意遗忘指令延时和实时两种不同呈现方式下有意遗忘指令对语篇中情绪事件回忆的影响。实验1中有意遗忘指令是延时呈现的,结果表明,有意遗忘指令会对语篇中情绪事件的回忆提取产生阻碍,即产生了有意遗忘效应。这种阻碍在不同性质的情绪事件中作用是不同的,即对有无标签事件的阻碍作用差异不显著。对中心事件的阻碍作用小于边缘事件。实验2中有意遗忘指令是实时呈现的,结果表明,有意遗忘指令同样会对语篇中情绪事件的回忆提取产生阻碍,即对带标签事件阻碍作用小于不带标签事件,对中心事件的阻碍作用小于边缘事件。综合研究结果可以得出,语篇阅读中的情绪事件虽然是以情境模型进行表征记忆的,但有意遗忘指令还是对情绪事件的提取恢复产生了阻碍,这种阻碍即使有线索的提示也无法消除;对于不同性质的情绪事件,有意遗忘指令对其产生的阻碍大小是不同;同一性质的情绪事件,有意遗忘指令呈现的方式不同,对其的阻碍大小也是不同。
[Abstract]:Discourse reading is an important cognitive activity for people to express emotions in daily life. The study of emotional events in discourse has always been a hot topic for cognitive researchers. At present, psychological studies on emotional events in discourse reading focus on the mechanism of memory processing, while intentional forgetting paradigm is also an effective paradigm to explore the mechanism of memory processing. There are two kinds of intentional forgetting paradigm: word table method and single word method. Under this paradigm, the psychological mechanism of different learning items under different instruction (memory instruction and forgetting instruction) in the test stage is explored. However, the processing of emotional events in discourse is different from that of independent emotional pictures and words. What is the effect of the intentional forgetting instruction on the recall of emotional events in the discourse, and does this effect differ in different types of emotional events (emotional potency, story behavior, etc.)? In order to solve these problems, the present study adopts a multi-factor experimental design to explore the effect of intentional forgetting instruction on emotional event recall in discourse under two different presentation modes: intentional oblivion instruction delay and real-time oblivion instruction. In experiment 1, the intentional forgetting instruction is presented in a delayed manner. The results show that the intentional forgetting instruction hinders the recall of emotional events in the discourse, that is, the intentional forgetting effect is produced. This hindrance has different functions in different emotional events, that is to say, there is no significant difference in the blocking effect to the events with or without labels. The blocking effect on the central event is less than that on the edge event. In experiment 2, the intentional forgetting instruction is presented in real time. The results show that the intentional forgetting instruction also hinders the recall of emotional events in the discourse, that is, the effect on tagged events is less than that on untagged events. The blocking effect on the central event is less than that on the edge event. The results show that although the emotional events in discourse reading are represented by situational models, the intentional forgetting instruction still hinders the recovery of emotional events. This hindrance cannot be eliminated even if there is a clue; for emotional events of different nature, the magnitude of the hindrance created by the intentional forgetting instruction is different; and for the same emotional event, the intentional forgetting instruction presents in different ways, The resistance to it is also different in size.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.6

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