發(fā)布時(shí)間：2018-11-01 17:52

【摘要】：情緒影響著個(gè)體的認(rèn)知以及行為反應(yīng),情緒也可以反作用于認(rèn)知。其中,情緒對(duì)記憶的影響已趨于成熟,情緒具身觀的提出使人們對(duì)于情緒的認(rèn)知研究有了新的突破,情緒具身觀充分考慮身體與情緒的相互作用,彌補(bǔ)了傳統(tǒng)情緒研究中出現(xiàn)的缺陷,使情緒研究走出身心和心身這種非心即身的研究困境,為情緒研究提供了一個(gè)嶄新的視角,也為情緒的神經(jīng)生理機(jī)制研究提供一定的參考。本研究從具身的觀點(diǎn)出發(fā),在前人研究基礎(chǔ)上探討了具身情緒對(duì)情緒詞匯的再認(rèn)成績影響,針對(duì)情緒一致性效應(yīng)方面的研究不足,進(jìn)行驗(yàn)證和探索學(xué)習(xí)。本研究采用具身情緒范式,在具身情緒出現(xiàn)的條件下,設(shè)計(jì)實(shí)驗(yàn)一和實(shí)驗(yàn)二,分析大學(xué)生群體的情緒一致性記憶,探討了具身情緒對(duì)情緒詞匯的再認(rèn)成績影響,以期對(duì)本領(lǐng)域提供量的依據(jù)。實(shí)驗(yàn)一采用具身情緒啟動(dòng)范式(即通過面部表情來啟動(dòng)情緒的方法),誘導(dǎo)被試出現(xiàn)不同情緒,再對(duì)情緒詞進(jìn)行效價(jià)判斷,考察具身情緒對(duì)詞匯效價(jià)判斷反應(yīng)時(shí)的影響。實(shí)驗(yàn)二運(yùn)用“學(xué)習(xí)-再認(rèn)”范式,誘發(fā)具身情緒,以情緒詞語為學(xué)習(xí)材料,考察具身情緒對(duì)情緒詞語再認(rèn)成績的影響。實(shí)驗(yàn)結(jié)果如下:(1)具身情緒范式下,有效誘發(fā)情緒狀態(tài)。(2)具身情緒類型與詞語效價(jià)一致條件下,具身情緒類型與詞語效價(jià)對(duì)反應(yīng)時(shí)的主效應(yīng)差異顯著。(3)具身情緒類型與詞語效價(jià)一致條件下,具身情緒類型與詞語效價(jià)對(duì)再認(rèn)成績的主效應(yīng)差異顯著。(4)大學(xué)生再認(rèn)成績性別差異不顯著。通過實(shí)驗(yàn)得出如下結(jié)論:(1)具身情緒類型與詞語效價(jià)一致條件下,反應(yīng)時(shí)快于不一致條件下的反應(yīng)時(shí);(2)具身情緒類型與詞語效價(jià)一致條件下,再認(rèn)成績高于不一致條件下的再認(rèn)成績;誘發(fā)積極具身情緒后,積極再認(rèn)成績高于消極再認(rèn)成績;誘發(fā)消極具身情緒后,消極再認(rèn)成績高于積極再認(rèn)成績。
[Abstract]:Emotion affects individual cognition and behavior, and emotion can counteract cognition. Among them, the influence of emotion on memory has become mature, the concept of emotional body has made a new breakthrough in the cognitive research of emotion, and the view of emotional body has fully considered the interaction between body and emotion. It makes up for the defects in the traditional emotional research, and makes the emotional research out of the dilemma of body, mind and body. It provides a new perspective for emotional research, and also provides a certain reference for the study of neurophysiological mechanism of emotion. On the basis of previous studies, this study explores the effect of physical emotion on recognition of emotional vocabulary, and examines and explores the effects of emotional consistency. In this study, we designed experiments 1 and 2 to analyze the memory of emotional consistency of college students, and to explore the effect of physical emotion on recognition of emotional vocabulary under the condition of appearance of physical emotion, and experiment 1 and experiment 2 were designed to analyze the memory of emotional consistency of college students, and to explore the effect of physical emotion on the recognition of emotional vocabulary. In order to provide the basis for the volume of this field. In the first experiment, using the physical emotion priming paradigm (that is, using facial expression to activate emotion), the participants were induced to appear different emotions, and then the emotion words were judged in titer, and the effect of body emotion on the response of lexical titer judgment was investigated. In the second experiment, the "learning-recognition" paradigm was used to induce physical emotion, and the influence of emotional words on the recognition of emotional words was investigated. The results are as follows: (1) under the paradigm of physical emotion, the emotional state can be induced effectively. (2) under the condition that the type of body emotion is the same as the value of words, There were significant differences in the main effects of body emotion type and word titer on reaction time. (3) under the same condition of body emotion type and word titer, There were significant differences in the main effects of body emotion type and word titer on recognition scores. (4) there was no significant gender difference in recognition scores of college students. The conclusions are as follows: (1) the reaction time is faster than that under the inconsistent condition under the condition that the type of body emotion is the same as the word titer; (2) under the condition that the type of body emotion is consistent with the valence of words, the recognition score is higher than that under the inconsistent condition, and the positive recognition result is higher than the negative recognition achievement after inducing positive body emotion; Negative recognition scores were higher than positive recognition scores after negative emotion was induced.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.6

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