【作者】 王勋； 张振新；

【Author】 Wangxun;Zhang Zhenxin;School of Teacher Education of Zhejiang Normal University;

【机构】 浙江师范大学教师教育学院；

【摘要】 学习判断是指个体对当前已经学习过的项目在一段时间后的回忆成绩的预测性判断,是前瞻性元记忆监测的重要形式。学习判断能够为学习时间分配、学习策略选择等元记忆控制过程提供依据,学习判断的准确性对于提高学习效率至关重要,因此学习判断也成为了元记忆监测研究中最为活跃的部分。已有研究表明,学习判断的准确性受到包括情绪在内的诸如学习材料、编码策略和学习环境等因素的影响。然而,与其他因素相比,针对情绪影响相关研究还不够深入。本研究旨在前人研究的基础上进一步探索材料的情绪性质和情绪启动对学习判断及其准确性影响。本研究以大学一年级新生为被试,分为三个实验。实验一为单因素被试内设计用于探索学习材料的情绪效价对学习判断的影响,自变量为学习项目的情绪效价,有正性、中性和负性三个水平;实验二为2(效价:正性vs.负性)×2(唤醒度:高唤醒vs.低唤醒)混合设计,主要用于探索学习项目的情绪唤醒度对学习判断的影响;实验三为2(情绪启动:积极vs.消极)×2(项目情绪:正性vs.负性)混合设计,主要用于探索在情绪启动条件下项目的情绪性质对学习判断及其准确性的影响。三个实验得出如下结论:(1)学习判断及其准确性受到项目情绪效价的影响,正性效价项目和负性效价项目的学习判断值和绝对准确性高于中性项目,正性效价项目的相对准确性显著于中性项目;(2)学习判断和学习判断的相对准确性受到项目情绪唤醒度的影响,高情绪唤醒项目的学习判断值和相对准确性均高于低情绪唤醒项目;(3)项目的效价和唤醒度的交互作用显著,学习判断主要受到项目情绪唤醒度的影响同时受到项目情绪效价的调节;(4)情绪启动条件下,学习判断值出现情绪一致性效应,积极情绪启动条件下,正性项目的判断值高于负性项目;消极情绪启动条件下,负性项目的判断值高于正性项目。更多还原

【Abstract】 Judgment of learning(JOL) refers to the judgment made by participants at the end of a learning trial considering the possibility of remembering the acquired information on a subsequent memory tests in a period of time, which is an important form of prospective meta-memory monitoring. JOL provides a basis for the subsequent meta-memory control process, such as the time allocation, whether re-studying or not, and so on. As a result, the accuracy of judgment of learning for improving learning efficiency is very important. Consequently the judgment of learning has become the most active part of meta-memory monitoring. Studies have shown that there are many factors which effect the accuracy of the JOL, including the emotional material,such as learning materials, coding strategies and learning environmental factors, however, compared with other factors, in view of the relevant research of emotional impact is still not deep enough. The study based on previous research to further explore the impact of emotional materials properties and affective priming on JOL and its accuracy. In this study, subjects are college students and three experiments are included. Experiment 1 took the form of single factor within-subject design to investigate the influence of the emotional valence of learning materials on judgment of learning. The independent variables are emotional valence of the project, divided to positive, neutral and negative three levels. Experiment 2 took the form of two-factors mixed design by 2(Valence: positive vs. Negative) × 2(Arousal: high arousal vs. low arousal, which mainly to explore the influence of emotional arousal on JOL. Experiment 3 took the form of two-factors mixed design by 2(affective priming: positive vs. Negative)×2(emotional materials: positive vs. Negative), which aimed at investigating the influence of the emotional materials properties on JOL and its accuracy under affective priming. The results are shown as follows: ⑴The valence of emotional materials affect JOL and its accuracy, the JOLs and the absolute accuracy of positive and negative materials is higher than the neural materials, the relative accuracy of positive materials is significantly higher than neural ones. ⑵The arousal of emotion take an important effect on JOLs and the relative accuracy, which judgment of learning and relative accuracy of high emotional arousal materials were all higher than those of low emotional arousal materials. ⑶The interaction between materials valence and emotional arousal is significantly, and JOL is mainly affected by the emotional arousal of materials and the regulation of emotional valence. ⑷In the affective priming conditions, judgment of learning value appears the mood congruence effect. In the positive affective priming condition, JOLS of the positive materials is higher than the negative ones, and vice versa.更多还原