【作者】 段艳平；

【导师】 张承凤；

【作者基本信息】 郑州大学 ， 基础心理学， 2018， 硕士

【摘要】 人们对过去曾经发生过的事情不能做到真实的还原,会无意识地产生偏差,这就是错误记忆。有研究发现具有情绪性的材料和与自我相关的信息会增强记忆效果,但同时也会诱发错误记忆的产生,也就是产生情绪效应和自我参照效应。近年来也有人开始对记忆的群体参照效应展开研究,但相对来说研究较少,特别是针对错误记忆的群体参照效应的研究很少,并且以往对记忆的群体参照研究多是从国家、民族和学校等社会群体身份来设置被试的群体参照条件,还有待从其他角度开展群体参照的研究,以及对自我参照和群体参照之间的关系也有待研究。本研究以大学生的学科专业为群体参照条件,并考察专业认同度对错误记忆的群体参照效应的影响。研究中两个实验均采用集中联想(DRM)范式,并结合自我和群体参照的记得/知道(R/K)研究范式。实验一为3(参照条件:自我、专业和语义)×3(情绪效价:正性、中性和负性)的两因素被试内实验设计,以再认项目中的学过词语的正确再认率和关键诱饵词的错误再认率为因变量指标,探讨参照条件和情绪效价在项目再认中对错误记忆的影响。结果发现:(1)正性和负性的情绪性学过词语的正确再认率和关键诱饵词的错误再认率均显著高于中性词语;(2)自我和专业参照条件下学过词语的正确再认率和关键诱饵词的错误再认率均显著高于语义参照条件,且自我参照和专业参照之间没有显著性差异。实验二为4(参照条件:自我、内群体、外群体和语义)×2(专业认同度:高、低)的两因素混合实验设计,以再认项目中学过词语的正确再认率和关键诱饵词的错误再认率为因变量指标,进一步探讨大学生错误记忆的自我与群体参照效应,并考察专业认同度对对错误记忆的群体参照效应的影响。结果发现:(1)自我参照和专业内群体参照条件下对学过词语的正确再认率和关键诱饵词的错误再认率均显著高于专业外群体参照和语义参照,且自我参照和专业内群体参照之间,以及专业外群体参照和语义参照之间没有显著性差异;(2)专业认同度高时,专业内群体参照条件下的学过词语的正确再认率和关键诱饵词的错误再认率显著高于专业外群体参照;专业认同度低时,两者之间没有显著性差异。通过本实验研究得出以下结论:(1)大学生的真实记忆和错误记忆均会出现情绪效应,具有情绪性的信息在增强记忆效果的同时也促进了错误记忆的产生。(2)大学生的真实记忆和错误记忆均会出现自我参照效应与专业参照效应,与自我相关和本专业相关的记忆信息具有增强记忆效果的作用,但同时也促进了错误记忆的产生。与本专业相关的记忆信息具有和与自我相关的记忆信息同样的记忆效果,同时也都引发了更多的错误记忆。(3)专业认同程度对大学生的真实记忆和错误记忆的专业参照效应均会产生影响,专业认同度高,与专业相关的信息记忆效果好,同时错误记忆也高。专业认同度低,真实记忆和错误记忆均未出现专业参照效应。更多还原

【Abstract】 Memory is the maintenance and reappearance of the past experience by the human brain,a false memory,that people can’t make a real reduction of what had happened in the past and unconsciously produce deviations.In recent years,studies had found that emotional material and self related information could enhance memory effect,but at the same time,it also induced the production of false memory,that was emotional effect and self-reference effects.In recent years it was also the beginning of memory group-reference effect research,but relatively lack,and especially research of group-reference effect of false memory.The memory of the group-reference research were mostly the identity of social groups such as national,ethnic and school,so that needs have a research from the perspective of the other group reference,and the relationship between self reference and reference to the group.This study set a group reference condition from a professional perspective and examined the influence of professional identity.The two experiments in the study adopted the centralized associative(DRM)paradigm and combined the Remember / know(R/K)paradigm of self and group reference.The first experiment was,3(reference conditions: self,professional and semantic)* 3(emotional valence: positive,neutral and negative),two factors within subjects design.The dependent variables were the correct recognition rate of the learned words and the error recognition rate of the key bait words,which investigated the influence of reference conditions and material emotional item recognition on false memory.The results were as follows:(1)the correct recognition rate of positive and negative words and the error recognition rate of key bait words were significantly higher than those of neutral words.(2)the correct recognition rate of learned words and error recognition rate of key bait words under the conditions of self and professional reference were significantly higher than those of semantic reference,and there was no significant difference between the self reference and the professional reference.The second experiment was,4(reference condition: self,professional groups,professional groups and semantic)* 2(professional identity: high,low),two factors mixed experimental design,the dependent variables were the correct recognition rate of learned words and error recognition rate of the key bait words,to further explore the students’ false memory self and group reference effects,and investigate the role of professional identity.The results were as follows:(1)the correct recognition rate of learned words and the error recognition rate of key bait words,under the conditions of self reference and professional group reference,were significantly higher than those of foreign group reference and semantic reference,and there was no significant difference between the self reference and the professional group reference,as well as between the professional group reference and the semantic reference.(2)at the same time,the correct recognition rate and the error recognition rate of the key bait words under the professional group reference conditions were significantly higher than those of the professional outside group,while the low professional identity people had no significant difference.The following conclusions were drawn through this experiment.(1)The real memory and false memory of college students all had emotional effects.Emotional information can enhance the effect of memory and promote the production of wrong memory.(2)The real memory and false memory of college students all had self reference effect and professional reference effect.The memory information related to self related and major can enhance the effect of memory,but it also promoted the production of false memory.The memory information related to this profession has the same memory effect as the self related memory information,and it also caused more false memories.(3)the degree of professional identification would affect the professional reference effect of the real memory and false memory of the college students,the professional identity was high,the information memory effect related to the professional was good,and the wrong memory was also high.Professional identity was low,and real memory and false memory did not show professional reference effect.更多还原