临床教学中情绪记忆实验研究  

Experimental study on emotional memory in clinic teaching

作　　者：王海宝[1] 余永强[1] 柏亚[1] 胡孝朋[1] 宋文[1] 

机构地区：[1]安徽医科大学第一附属医院放射科,合肥230022

出　　处：《安徽医学》2010年第8期974-977,共4页Anhui Medical Journal

基　　金：国家自然科学基金资助课题(编号:30870712);安徽省自然科学基金资助课题(编号:50430601);安徽省教育厅自然科学重点项目基金(编号:KJ2010A186)

摘　　要：目的探讨情绪记忆随时间变化的特点以及情绪维度在情绪记忆中的作用,为进一步提高临床教学效果提供依据。方法运用不同阶段提取和不同情绪类别编码相结合的多因素设计方法,对20位正常大学生进行行为学检测。采用图片共640幅,其中恐惧、悲伤、喜悦和中性彩色情景图片各160幅。实验过程分为编码和再认提取两个阶段。编码和再认的时间间隔为20min和24h。采用SPSS10.0软件对再认行为学结果进行统计学分析。结果恐惧唤醒度最高,高兴和悲伤次之,中性最低。恐惧情绪显示短时记忆增强[F(3,76)=7.50,P<0.001];而不同类别情绪的长时记忆均增强[F(3,76)=32.76,P<0.001]。不同水平唤醒情绪与时间过程间交互作用显著[F(3,152)=6.89,P<0.001]。结论情绪对记忆的调节作用具有时间依赖性,且主要取决于唤醒度。临床教学中采用情绪记忆方法可能有助于提高教学效果。Objective To explore the characteristics of changing with time and contributions of emotional dimensions in emotional memory,as well as to further provide evidence of increasing effects of clinic teaching.Methods A multifactorial experimental design was used by combining different stages of recognition with encoding of various emotions.20 healthy students participated in the behavioral study.640 pictures were used including 160 fear,happiness,sadness and neutral,respectively.Experiments were comprised of encoding and recognition sessions.Each subject completed one encoding phase and two recognition phases,one after 20 min to measure short-term recognition and one after 24 h for long-term recognition.Behavioral data were analyzed using SPSS 10.0 software.Results The arousal level was highest for fear,moderate for happiness and sadness,and lowest for neutral feelings.EEM effects were correlated with the highest arousal for short-term memory [F（3,76）=7.50,P〈0.001] and with arousal levels for long-term memory [F（3,76）=32.76,P〈0.001].Interactions between times and groups（fear,happiness,sadness and neutral） were significant [F（3,152）=6.89,p0.001].Conclusion The results confirm that emotional modulation of different stages of memory is time-dependent and that time-dependent EEM effects are predominantly associated with arousal levels.The methods of emotional memory may contribute to enhancing effect of clinic teaching.

关 键 词：情绪记忆 时间依赖性 唤醒度 效价 临床教学 

分 类 号：R-4[医药卫生]