情绪对提取诱发遗忘的影响  

The Influence of Emotion on Retrieval-induced Forgetting

作　　者：刘希平[1] 张佳佳[1,2] 

机构地区：[1]天津师范大学教育科学学院,天津300387 [2]天津师范大学心理与行为研究院,天津300074

出　　处：《心理科学》2012年第6期1315-1322,共8页Journal of Psychological Science

基　　金：教育部人文社科基金规划项目(11YJA190015);第41批留学回国人员科研启动基金和重点项目(CE2016)的资助

摘　　要：采用提取诱发遗忘的标准范式,将情绪因素分解为学习材料的情绪性和学习主体的情绪状态,分别从这两方面考察了情绪对提取诱发遗忘的影响。研究结果:情绪性和非情绪性材料产生了同等程度的提取诱发遗忘;主体在中性情绪状态下发生了提取诱发遗忘,而在正性和负性情绪状态下没有发生遗忘。这表明学习材料的情绪性不影响提取诱发遗忘,而主体提取过程的情绪状态会对提取诱发遗忘产生影响。Retrieval-induced forgetting refers to the finding that repeatedly retrieving a subset of previously studied items can cause forgetting of related non-retrieved items. Results from prior work suggest that emotions can influence how information is processed. There is evidence that negative emotions result in predominantly item-specific processing and positive emotions result in predominantly relational processing. Retrieval-induced forgetting which presupposes relational processing has been found to be eliminated if individuals process events in an item-specific way. Thus, positive and negative emotions may have opposing effects on retrieval-induced forgetting. Research extending the procedure to autobiographical memory found that forgetting might occur in both neutral and emotional autobiographical memories. However, research concerning the effects of mood on retrieval-induced forgetting has argued that the experience of negative moods during retrieval can eliminate the later forgetting. The current study is to explore the influence of emotion on retrieval-induced forgetting from two dimensions. One is whether retrieval-induced forgetting will be different between emotional and neutral contents ; the other is whether the affective state experienced during retrieval can influence forgetting. To examine whether the emotionality of the material affect retrieval-induced forgetting, Experiment 1 selected sixty positive, negative and neutral words of three categories from the Chinese Affective Words System. To examine whether mood can modulate retrieval-induced forgetting, Experiment 2 constructed three - word lists, each of them including eighteen neutral exemplars from three semantic categories. The recall performance for words that received retrieval practice were reliably higher in the final test than the baseline level, whereas the recall performance for words that were not practiced but belonged to the same categories as the practiced words were reliably lower than the baseline level. In Experiment 1, retr

关 键 词：提取诱发遗忘 学习材料 情绪性 提取过程 情绪状态 

分 类 号：B842.6[哲学宗教—基础心理学]