情绪对英语单词记忆场合依存效应的影响

The Impact of Emotion on Context-Dependent Memory of English Words

为探究不同情绪状态对学生记忆英语单词的场合依存效应的影响,以某大学80名本科生为研究对象,通过两个实验,考察了英语单词记忆过程中的场合依存效应。实验一采用被试内实验设计,证实了英语单词的记忆过程中存在场合依存效应。实验二采用2(场合:同场合、异场合)×2(情绪:积极情绪、消极情绪)混合实验设计,结果表明积极情绪下的被试比消极情绪下的被试表现出更强的场合依存效应,对单词的加工更依赖于背景场合信息。整个研究表明,中国学生在识记英语单词的过程中存在场合依存效应,且积极情绪下的场合依存效应比消极情绪下的场合依存效应更明显。

The present study intended to explore how different emotion states affect the context-dependence effect when students were learning English words. The study included two experiments with 80 participants totally from Shanxi Normal University. The first experiment applied within-subjects design to study whether the context-dependent effect exists when learning English words. The independent variable was context, which included two levels of same con- text and different context. The results showed that context-dependence effect existed in English words learning. Eng- lish words＇ retrieval was easier when the contexts consistent. The second experiment applied 2 （ context ~ same vs. different） x2 （emotion： positive vs. negative） mixed experimental design to study the impact of emotion on con- text-dependent memory of English words. The results showed that there was asignificant difference of the impact of e- motion on context-dependence memory. The context-dependence effect of positive emotional participants was more obvious than negative emotional participants. Affect-as-information hypothesis was confirmed in this study. Overall information was focused on when individuals were in positive state, while details were paid more attention by indi- viduals who were in negative emotion state.