大学生的认知风格对情绪记忆偏好的影响

A research on a preference of emotional memory in different cognitive style of undergraduates

目的探讨不同认知风格的大学生对不同效价的情绪记忆偏好，为临床调适认知偏差的个案提供理论借鉴和参考。方法运用镶嵌图形对大学生的认知风格进行筛查，根据测验结果筛选出最高分（109—73分）和最低分（50～5分）的被试各25名，分别为场独立性和场依存性组，运用学习．再认实验范式，让被试对不同情绪效价的面孔进行学习和再认，分析被试的反应时和正确率。结果不同认知风格的大学生对情绪面孔再认的正确率和反应时不同，场独立性的个体偏好于再认正性[（610．71±11．26）ms]和中性[（606．24±18．27）ms]的表情，而对负性[（653．17±20．91）ms]表情的再认速度减慢，场依存性的个体更偏好于再认中性表情[（675．67±21．01）ms]，差异有显著性（P〈0．05）。结论大学生的认知风格对情绪记忆具有一定的偏好性。

Objective To explore the preference of emotional memory in different cognitive style of un- dergraduates. Methods A 2 cognitive style （field independent style / field dependent style） ＊ 3 facial expres- sions （positive/neutral/negative faces ） mixed designs were adopted to compare the reaction time, which in the condition of stimuli presentation time 500 ms in field independent and dependent participants （ n = 25, respective- ly）. E-Prime program was used to present the stimulus and to record the reaction time and accuracy to stimuli of all subjects. Repeated Measurement ANOVA was used in the research, facial expressions （positive/neutral/nega- tive faces） as the within group factor,and groups （stress/non stress） as between group factor. Both the main effect of each variable and the interaction effect of variables were tested. Results There were a significant difference of response time and accuracy between the field independent and field dependent college students. It was shown by repeated measurement ANOVA that the main effect （F（2.47） = 4.321, P 〈 0.05 ） in facial expressions properties and the interaction effect（F（2,47） = 3. 299, P〈 0.05 ）between groups and facial expressions properties were found. Fur- ther analysis showed that the reaction time to detect stimulus of positive （ （610.71 ± 11.26 ） ms ） and neutral （（ 606.24 ± 18.27 ）ms） facial expression was shorter than negative（ （653.17 ± 20.91 ）ms）faces for field inde- pendent participants （P 〈 0.05 ） . Interestingly, for field dependent group, the neutral faces （ （675.67 ± 21.01 ） ms） were faster than others （P 〈 0.05 ）. Conclusion Field independent students had significant advantages over field dependent students in emotional memory.