积极情绪影响任务转换的性别和发展特点

心理发展与教育 ›› 2008, Vol. 24 ›› Issue (1): 43-48.

积极情绪影响任务转换的性别和发展特点

王艳梅^1,2, 郭德俊¹, 方平¹, 韩学军³, 唐丽萍³, 曲静³

1. 首都师范大学心理系, 北京, 100089;
2. 华东师范大学心理系, 上海, 200062;
3. 北京市顺义区牛栏山第一中学分校, 北京, 101300

出版日期:2008-01-15 发布日期:2008-01-15
通讯作者: 郭德俊,首都师范大学心理系教授.E-mail:pro.gdj@163.com E-mail:pro.gdj@163.com
基金资助:
北京市教育委员会科技发展计划重点项目(KZ200310028011);国家攀登计划项目(95-专-09)资助

SAge-Related and Gender Differences: Influence of Positive Emotions on Task Switching

WANG Yan-mei^1,2, GUO De-jun¹, FANG Ping¹, HAN Xue-jun³, TANG Liping³, QU Jing³

1. The Department of Psychology, Capital Normal University, Beijing 100089;
2. The Department of Psychology, East China Normal University, Shanghai 200062;
3. Niu Lan Shan First Secondary School Shunyi, Beijing, 101300

Online:2008-01-15 Published:2008-01-15

摘要/Abstract

摘要： 情绪研究中的性别和年龄因素一直是不容忽视的问题.已有研究表明,积极情绪能够提高认知的灵活性,任务转换是认知灵活性的主要成分.本研究以52名大学生3、6名高中生4、5名初中生为被试考察积极情绪影响任务转换的发展变化和性别差异.结果发现,对于女性,积极情绪促进任务转换的现象,在三个年龄段上具有发展上的稳定性;对于男性,只在初中阶段表现出此特点,在高中阶段和大学阶段,积极情绪促进任务转换的现象不再明显.

关键词: 积极情绪, 任务转换, 性别, 发展

Abstract: Gender and age are always two important factors in emotion research.Some studies show that positive emotions promote cognitive flexibility.Task switching is the most important component of cognitive flexibility.This study investigated the impact of positive emotions on task switching among different grades and gender.A digital judgment task was administered to 52 undergraduates(18 male,34 female),36 high school students(19 male,17 female),45 middle school students(20 male,25 female) following brief presentation of emotional pictures.The task involved maintaining condition and switching condition.First,participants were trained to respond to target digit appearing in a prespecified color while ignoring distracter digit in a different color.Then participants were transferred to switching conditions.They had to respond to stimuli in a new color while distracters appeared in the previous target color.The results showed that for male students,positive emotions promoted task switching only in middle school.However,for female students,this promotion effect existed in all the grades.

Key words: positive emotions, task switching, gender, developmental

中图分类号:

B844.2

王艳梅, 郭德俊, 方平, 韩学军, 唐丽萍, 曲静. 积极情绪影响任务转换的性别和发展特点[J]. 心理发展与教育, 2008, 24(1): 43-48.

WANG Yan-mei, GUO De-jun, FANG Ping, HAN Xue-jun, TANG Liping, QU Jing. SAge-Related and Gender Differences: Influence of Positive Emotions on Task Switching[J]. Psychological Development and Education, 2008, 24(1): 43-48.

参考文献

[1] lsen A M,Johnson M M,Mertz E,et al.The influence of positive affect on the unusualness of word associations.Journal of Penmnality and Social Psychology,1985,48:1413-1426.
[2] lsen A M,Danbnmn K A.The influence of affect on categorization.Journal of Personality and Social Psychology,1984,47:1206-1217.
[3] Kahn B E,lson A M.The influence of positive affect on variety seeking among safe,enjoyable proclncts.Journal of Consumer Research,1993,20:257-270.
[4] Greene T B,Noice H.Influence of positive affect upon creative thinking and problem solving in children.Psychological Reports,1988,63:895-898.
[5] Kuhl J,Kazen M.Volitional facilitation of difficult intentions:joint activation of intention memory and positive affect removes Stroop interference.Journal of Experimental Psychology:General,1999,28(3):382-399.
[6] Fredrickosn B L.Positive emotions broaden the scope of attention and thongh-action repertories.Cognition and Emotion,2005,19:313-332.
[7] Isen A M.Somo perspctives on positive feelings and emotions:Positive affect facilitates thinking and problem solving.In Mansteud A S,Frijda N,Fischer A(Eds.),Feelings and Emotions:The Amsterdam symposium.Cambridge,NY:Cambridge University Press,2004,262-281.
[8] Hill E L.Evaluating the theory of executive dysfunction in autism.Developmental Review,2004,24:89-233.
[9] Woudward T S,Ruff C C,Ngan T C.Short-and longterm changes in anterior cingulate activation during resolution of task-set competition.Brain Research,2006,1068:161-169.
[10] Monsell S.Task switching.Trends in Cognitive Sciences,2003,7(3):134-140.
[11] lidaka T,Sadato N,Yamada H,et al.An fMRI study of the functional neuroanatomy of picture encoding in younger and older adults.Cognitive Brain Research,2001,11(1):1-11.
[12] Emst M,Nelson E E,Jazbec S,et al.Amygdala and nucleus accumbens in responses to receipt and omission of gains in adults and adolescents.Neurolmage,2005,25:1279-1291.
[13] Klein E L.The influence of gender and emotional valence of visual cues on fMRI activation in humans.Pharmacopsyehiatry,2003,36(Suppl.3):S191-S194.
[14] George M S,Ketter T A,Parekh P I,et al.Gender differences in regional corebral blood flow during transient self-indnced sadness or happiness.Biological Psychiatry,1996,40:859-871.
[15] Lang P J,Bradley M M,Cuthbert B N.International Affective Picture System(IAPS):Technical manual and affect ratings(University of Florida Center for Researeh in Psychopbysiology,Gainesville,FL),1998.
[16] Blair K S,Smith B W,Mitchell D G.Modulation of emotion by cognition and cognition by emotion.Neurolmage,2007,35:430-440.
[17] Rossellini M,Ardila A.Developmental norms for the Wisconsin Card Sorting Test in 5-to 12-year old children.The Clinical Neuropsyeholngist,1993,7:145-154.
[18] Davidsen M C,Amso D,Anderson L C,et al.Development of cognitive control and executive functions from 4 to 13 years:Evidence from manipulations of memory,inhibition,and task switching.Neuropsyeholngia,2006,44:2037-2078.
[19] Bradley M M,Cedispoti M,Sabatinelli D,et al.Emotion and motivation Ⅱ:sex differences in picture processing.Emotien,2001,1:300-319.
[20] Brebner J.Gender and emotions.Personality and Individual Differences,2003,34:387-394.
[21] Kemp A H,Silherstein R B,Annstrong S M,et al.Gender differences in the cortical electrophysiological processing of visual emotional stimuli.Neurolmage,2004,16:632-646.
[22] Milovchevich D,Howells K,Drew N,et al.Sex and gender role differences in anger:an Australian community study.Personality and Individual Differences,2001,31:117-127.
[23] Bimbaum D.Preschoolers'stereotypes about sex differences in emotionality:A reaffirmatien.Journal of genetic psychology,1983,143(1):139-140.
[24] Timmers M,Fischer A H,Manstead A S.Ability versus vulnerability:Beliefs about men's and women's emotional behavior.Cognition and Emotion,2003,17:41-63.

相关文章 15

[1]	郭嘉程, 董柔纯, 许放, 徐旋, 牛更枫, 周宗奎. 社会临场感与大学生网络过激行为的关系：双自我意识的并行中介及性别的调节作用[J]. 心理发展与教育, 2024, 40(2): 176-186.
[2]	韩建涛, 钱俊妮, 张婕妤, 庞维国. 创造力与大学生生命意义感：积极情绪和创造性自我效能感的作用[J]. 心理发展与教育, 2024, 40(2): 187-195.
[3]	王玉龙, 赵婧斐, 蔺秀云. 家庭风险因素对青少年自伤的累积效应及其性别差异[J]. 心理发展与教育, 2024, 40(2): 240-247.
[4]	肖嘉林, 梁凯欣, 黄柳玥, 王恩娜, 黄巧敏, 何韵涵, 卢宝琳, 迟新丽. 积极发展资源在减少青少年抑郁水平中的累积效应、关系模式及特定资源的作用[J]. 心理发展与教育, 2024, 40(2): 257-269.
[5]	林崇德. 需要是教育与发展的动力源[J]. 心理发展与教育, 2024, 40(1): 1-7.
[6]	陈书玲, 贾会宾, 靳璨, 张欣, 王恩国. 发展性协调障碍儿童视觉通道前注意加工的特点：来自ERP的证据[J]. 心理发展与教育, 2024, 40(1): 19-28.
[7]	邹盛奇, 伍新春. 父母冲突与青少年同伴依恋的关系:亲子依恋的中介作用及性别差异[J]. 心理发展与教育, 2023, 39(6): 798-807.
[8]	姚计海, 蒋雨含, 邹弘晖. 教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用[J]. 心理发展与教育, 2023, 39(6): 842-849.
[9]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[10]	张文新. 欺凌的界定:文化和发展的视角[J]. 心理发展与教育, 2023, 39(4): 590-598.
[11]	赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[12]	汪悦, 熊昱可, 任萍, 杨柳, 苗薇. 受欺负对初中生主动性和反应性攻击的影响:道德推脱和性别的作用[J]. 心理发展与教育, 2023, 39(3): 410-418.
[13]	李金文, 白荣, 王雨萌, 刘霞. 青少年抑郁与自伤行为的发展轨迹及其关系:基于两年的追踪研究[J]. 心理发展与教育, 2023, 39(3): 429-438.
[14]	董肖肖, 刘岩, 胡亚欣. 儿童、青年与老年人在知觉和高阶元认知监控上的年龄差异[J]. 心理发展与教育, 2023, 39(2): 153-160.
[15]	黄杰, 朱丹, 杨澳. 实习初期教师职业认同的发展轨迹及其与主动性人格的关系:一项追踪研究[J]. 心理发展与教育, 2023, 39(1): 40-47.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed