文档介绍：论文题目：情绪对来源记忆的影响
学科专业：发展与教育心理学
学位申请人：叶洪力
指导教师：刘伟

中文摘要

近几十年来 , 情绪对来源记忆的影响越来越受到认知心理学家的关关注。本研
究通过三个实验考查了情绪对中文形容词的项目记忆和来源记忆的影响。
在实验 1 中，被试学****带有和蔼老师和严厉老师头像为背景的正性和负性形
容词，学****结束后进行项目记忆和来源记忆测试。实验二将被试分为三组，分别
通过观看国际情绪图片，引发正性、中性和负性情绪，然后再再学****带有戴眼镜和
不戴眼镜老师头像为背景的正性和负性形容词，学****结束后进行项目记忆和来源
记忆的测试。实验三被试分为两组，被试学****带有和蔼老师和严厉老师头像为背
景的中性形容词，学****结束后，通过观看国际情绪图片引发正性和负性情绪，然
后再再进行来源记忆测试。
研究结果表明，在编码阶段，被试对以和蔼老师为来源的评价记忆成绩高于
对以严厉老师为来源的评价记忆成绩，被试对负性评价词的再再认高于正性评价词
的再再认。在诱发正性情绪组，无论项目记忆还是来源记忆，正性评价词记忆的成
绩都高于负性评价词的记忆；而在诱发负性情绪组，负性评价词的记忆成绩显著
高于正性词的记忆，诱发中性情绪组记忆正性评价词和负性评价词的成绩无显著
差异。即无论项目记忆还是来源记忆，都存在情绪一致性效应。在提取阶段引发
负性情绪时，被试的来源成绩更好，而对以和蔼老师和以严厉老师为来源的评价
词记忆成绩没有显著差异。
本研究的上述结论对进一步探索情绪和来源记忆的关关系具具有一定的启发，对
如何在教学情境中利用情绪诱发手段促进学生的记忆也具具有一定现实意义。

关关键词关关键词：：：：情绪 ;项目记忆 ;来源记忆
Abstract

The effect of emotion on memory has increasingly received attention from
cognitive psychologists over the past several decades. I conducted three experiments
to investigate effect of emotion on item and source memory.
In Experiment 1, participants learned positive and negative abject with nice face
teacher or with strict face teacher. Following the learning, they took a test for
recognition and source memory. In experiment 2, participants were divided into
three groups. We used three kinds of emotion pictures (positive, neutral, negative) to
arouse different emotions. After watching them participant learned negative positive
and negative abject with wearing glasses or without wearing glasses .Following the
learning, they took a test for recognition and source memory. In experiment 3,
participants learned neural abject with nice face teacher or with strict face teacher.
Following the learning, they watched two kinds of pictures (positive or negative) to
arouse different emotions.