认知内容特异性对高考试焦虑者工作记忆容量的影响

Effects of Cognitive Content-specificity on Working Memory in High Test Anxiety Students

目的:考察认知内容特异性对高考试焦虑者工作记忆容量的影响。方法:创设高压力和低压力的测验情境,采用考试低相关-低威胁词、考试低相关-高威胁词、考试高相关-低威胁词和考试高相关-高威胁词为材料,分别测试高、低考试焦虑大学生的工作记忆容量。结果:在高压力测验情境下,高考试焦虑者对四类词语的工作记忆容量均显著低于低考试焦虑者;在低压力测验情境下,高考试焦虑者只对考试高相关词语的工作记忆容量显著低于低考试焦虑者;高、低考试焦虑者对高威胁词语的工作记忆容量都显著低于低威胁词。结论:认知内容特异性(考试高相关刺激)在低压力测验情境下会损害高考试焦虑者的工作记忆容量。

Objective： To explore the effects of cognitive content-specificity on working memory capacity in subjects with high test anxiety. Methods： Subjects were tested under high and low pressure experimental condition with test-unre- lated low threat words, test-unrelated high threat words, test-related low threat words and test-related high threat words. Results： Subjects with high test anxiety showed significantly lower working memory capacity than subjects with low test anxiety under high pressure situation, and showed significantly lower working memory capacity to test related words than subjects with low test anxiety under low pressure situation; all subjects showed significantly lower working memory capacity to high threat words than low threat words. Conclusion： Working memory capacity of subjects with high test anxiety was im- paired by cognitive content-specificity（test-related stimulus） under low pressure condition.