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    政大機構典藏 > 理學院 > 心理學系 > 學位論文 >  Item 140.119/55033
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/55033


    Title: 情緒對類別學習之影響
    The effect of mood on category learning
    Authors: 盧毓文
    Lu, Yu Wen
    Contributors: 楊立行
    Yang, Lee Xieng
    盧毓文
    Lu, Yu Wen
    Keywords: 情緒
    多元分類系統
    Date: 2011
    Issue Date: 2012-10-30 15:21:44 (UTC+8)
    Abstract: 過去研究發現,情緒會影響認知執行作業的表現,而正負向情緒分別有著不一樣的效果,Ashby等人提出的多元分類系統(Competition between verbal and implicit system,COVIS),包含一外顯系統,涉及的是工作記憶與假設檢定,而該系統會因好心情,增加多巴胺濃度並作用在前額葉區,故據COVIS理論,正向情緒會增加認知彈性,使需要投入注意力的外顯作業,學習表現更好,但內隱系統涉及的是不同的腦區活動,故內隱作業歷程不受任何情緒的影響。而從另一觀點,根據認知捷思,正向情緒狀態,會促動認知捷思歷程,因為好心情降低對周遭訊息處理的動機,而多數認知執行作業,需要審慎考慮的分析以及注意力的控制,所以從動機論的觀點,預期正向情緒會損傷認知執行作業的表現,相對的,負向情緒讓個體警覺,進而提升對周遭訊息處理的動機,使人們會更加小心翼翼,採用系統式分析歷程,故在此觀點下,負向情緒可以提升認知作業表現。本研究進一步釐清,探究在正向及負向情緒下,到底哪種情緒會增進分類學習的正確率表現。實驗一、二、三主要的目的,在複製出Nadler(2010)研究結果,即正向情緒助長了外顯系統作業表現,由於實驗一的情緒誘發素材成份過於複雜,無法複製出Nadler(2010)相同的結果,實驗二進而使用更純粹誘發素材,實驗結果支持認知捷思的觀點,即負向情緒,提升了受試者分類學習表現,實驗三進一步確認,情緒激發水準在情緒對分類學習影響下所扮演的角色,研究結果顯示,情緒的激發水準確實調節分類學習表現,尤其在正向情緒下,高激發水準會損傷外顯學習系統作業表現,低激發水準時,則助長外顯作業系統的學習表現,故COVIS理論的預期,正向情緒有比較好的外顯作業學習表現,唯情緒激發水準低時,方能實現。
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    Description: 碩士
    國立政治大學
    心理學研究所
    99752008
    100
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0099752008
    Data Type: thesis
    Appears in Collections:[心理學系] 學位論文

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