摘要
本研究采用实验法考察了中小学生情绪调节策略与记忆的关系。研究表明:(1)情绪调节策略对再认反应时和再认正确率有显著影响,认知重评组和控制组的再认反应时短于表达抑制组;认知重评组的再认正确率高于表达抑制组和控制组。(2)小学生表达抑制组的再认反应时长于认知重评组和控制组;初中生策略间再认反应时上无显著差异;高中生表达抑制组的再认反应时长于认知重评组和控制组。(3)高年级、高学业水平学生较低年级、低学业水平学生的再认反应时短;高学业水平学生的再认正确率高于低学业水平学生。
In this study, the 288 participants were students in grade five of primary school and grade two of junior and senior high school. The results indicate that the emotion regulation strategy has a significant effect on recognition RT. The recognition RT of the cognitive reappraisal and control groups is shorter than that under the expression suppression group. Moreover, the relationship between emotion regulation strategy and recognition RT is affected by grade. For primary school pupils and senior high school students, recognition RT under the expression suppression strategy is significantly longer than that under the cognitive reappraisal and control strategies, but there is no significant difference among junior middle school students. Recognition accuracy is affected by emotion regulation strategies. Recognition accuracy of cognitive reappraisal strategy is higher than both of expression suppression and control strategies. Furthermore, the recognition accuracy of subjects adopting different emotion regulation strategies isn＇t affected by grade, but is affected by learning level.
出处
《心理科学》
CSSCI
CSCD
北大核心
2009年第6期1282-1286,共5页
Journal of Psychological Science
基金
国家社科基金"十一五"重点项目(ABA060004)
教育部人文社会科学重点研究基地重大项目(08jjdxLx266)
天津师范大学服务滨海新区专项的资助
关键词
中小学生
情绪调节策略
记忆
primary and secondary school students, emotion regulation strategy, memory
