【摘要】 探讨不同情绪调节策略对教育材料记忆的影响,帮助初中生使用恰当的情绪调节策略,促进其更好地学习。采用实验室实验法,通过2×3×2的混合实验设计,以情绪诱发类型、情绪调节策略和记忆材料类型为自变量,对100名初中生进行教育材料记忆测试。结果发现,在消极情绪诱发状态下,不同的情绪调节策略在教育材料记忆总成绩、言语记忆和非言语记忆上有显著性差异,认知再评组的记忆成绩均好于表达抑制组。在积极情绪诱发状态下,不同的情绪调节策略在教育材料记忆总成绩和非言语记忆上无显著性差异,而在言语记忆成绩上,认知再评组的记忆成绩高于表达抑制组。结论:采用认知再评策略有利于初中生进行教育材料的记忆。更多还原

【Abstract】 To improve junior school students’ academic records, we studyed the effect of different emotion regulation strategies on neutral materials. Methods: A mixed-design experiment experiment, 2(Emotional types: positive & negative)×3(Emotion regulation strategies: cognitive reappraisal, expression suppression & no regulation)×2(Material types: verbal&nonverbal memory) was conducted to explore the effect of emotion regulation strategies on 100 junior school students. The results indicated that emotion regulation strategies had a main effect on the test scores under the negative emotional state, and different emotion regulation strategies had significant differences on the total scores, verbal and nonverbal memorial scores. Under the positive emotion induction state, Participants with different emotion regulation strategies performed no difference. Participants with cognitive reappraisal got higher scores when they performed in the verbal memory material than they were doing other materials. But on the scores of verbal memory, the memory score in cognitive reappraisal group was higher than that in expression suppression group. Conclusion: It is better for junior school students to use cognitive reappraisal when remembering neutral materials.更多还原