摘要
选取英语成绩中等的高二学生100名为被试,进行诱发情绪实验以及英语阅读测验,结果发现,语言提示对个体的情绪具有显著的影响,积极的语言提示使人倾向于产生积极的情绪,而消极的语言提示使人倾向于产生消极的情绪。在消极情绪下,个体在微观题目上的信息提取效果更好,在宏观题目上的信息提取效果更差。在积极情绪下,个体采用较为宽松的判断标准,所以积极的语言提示倾向于使个体产生高标准的记忆意向,消极的语言提示则倾向于使个体出现低标准的记忆意向。
Through the experiments of induced affects and English reading, it was found that language cues may exert significant influence on participants＇ affects. Specially, the positive language cue may lead to positive affect, while the negative language cue may cause negative affect. With negative affect, participants may perform better in the recall of micro-information than macro-information. With positive affect, participants may choose lower criteria, so they will have high memory intention, while the negative language cue may cause participants to have low memory intention.
出处
《心理发展与教育》
CSSCI
北大核心
2007年第2期106-110,共5页
Psychological Development and Education
关键词
语言提示
英语阅读
高中生
language cue
English reading
senior middle school students
