负性情绪刺激对大学生多目标追踪能力的影响

doi:10.16187/j.cnki.issn1001-4918.2016.05.02

摘要/Abstract

摘要： 探讨了负性情绪对大学生多目标追踪能力的影响以及其影响机制。实验要求被试在观看国际情绪图库中的负性或中性图片后，完成多目标追踪和点探测任务，同时设置基线条件作为对照。采用状态-特质焦虑量表和贝克抑郁自评量表考察不同情绪图片条件下被试的诱发情绪状态。研究结果发现：（1）被试观看负性情绪图片后状态焦虑程度和抑郁量表评分显著提高，观看情绪图片有效诱发了被试的负性情绪；（2）基线条件下的被试追踪正确率显著低于中性条件，基线条件和负性图片条件下的追踪正确率无差异，说明训练可以提高被试的多目标追踪能力，但负性情绪抑制了被试在基线追踪任务中的训练效果；（3）负性图片条件下的点探测觉察率显著低于中性图片条件，说明负性情绪影响了被试的注意资源分配。研究结果表明：负性情绪可能干扰了被试目标导向的注意系统，使得个体更易受刺激驱动的注意系统影响，并且在追踪过程中影响被试中央执行系统的抑制和转移功能。

关键词: 大学生, 多目标追踪, 点探测, 负性情绪, 注意资源分配

Abstract: This study investigated the impact of negative emotion on Multiple Object Tracking tasks and explored its mechanism. Participants were required to complete both multiple objects tracking task and dot-probe detection task after viewing a set of emotional pictures from International Affective Picture System. The State-Trait Anxiety Inventory and the Beck Depression Inventory were used to measure evoked emotional state. Results showed that: (1) Watching emotional pictures successfully evoked negative emotion; (2) Participants under neutral picture condition performed better than the baseline condition in tracking task, and there's no difference between negative picture condition and the baseline condition, negative emotion suppressed the effect of training. (3) Probe detection results showed that performance under negative emotion condition was lower than neutral condition, indicating negative emotion affected allocation of attention resources during tracking process. The results indicated that: (1) Anxiety impaired goal-directed attentional system, making participants easily affected by stimulus-driven attentional system. (2) Anxiety impaired efficiency of inhibition and shifting functions. of the central executive system.

Key words: college students, Multiple Object Tracking, dot-probe detection, negative emotion, attention allocation

中图分类号:

B844

苏晶, 段东园, 张学民. 负性情绪刺激对大学生多目标追踪能力的影响[J]. 心理发展与教育, 2016, 32(5): 521-531.

SU Jing, DUAN Dongyuan, ZHANG Xuemin. The Effect of Negative Emotion Stimulus on College Students' Performance of Multiple Object Tracking[J]. Psychological Development and Education, 2016, 32(5): 521-531.

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