Psychological Development and Education ›› 2009, Vol. 25 ›› Issue (4): 75-80.

Previous Articles     Next Articles

The Relationship among Emotion,Emotion Regulation Strategy and Memory of Emotionl materials

JIANG Yuan1, SHEN De-li2, BAI Xue-jun2   

  1. 1. Division of Sport Psychology, Beijing Sport University, Beijing 100084;
    2. Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074
  • Online:2009-10-15 Published:2009-10-15

PDF (PC)

Abstract: In this study,participants involve students from grade five at primary school and grade two at middle and high schools,while 288 subjects participate in our experiment.The present studies found recognition RT of the subjects who adopt cognitive reappraisal strategy are faster than expression suppression and control strategies in the word condition; while the recognition RT of those subjects who adopt cognitive reappraisal and control strategies in the figure condition are faster than those with expression suppression strategy.When the subjects adopt expression suppression strategy,there is no significant difference in recognition RT between word condition and figure condition;however,recognition RT of word condition is longer than the one of figure condition when the subjects adopt cognition reappraisal strategy.Recognition accuracy of figure is higher than one of word.The recognition RT of positive materials is fastest,and the next is one of the negative materials.Emotion interacts with emotionality of materials on recognition accuracy.The recognition accuracy of positive materials is significantly higher than both of negative and neutral materials when the subjects with positive emotion;recognition accuracy of negative materials is significantly higher than the ones of the positive and neutral materials when the subjects with negative emotion.

Key words: emotion, emotion regulation strategy, emotional materials, memory

CLC Number: 

  • B842.6
[1] Bargh,J A.The automaticity of everyday life.In R.S.Wyer (Ed.),Advances in social cognition.Mahwah,NJ:Erlbaum 1997(10):1-61.
[2] Greenwald A G&Banaji,M R.Implicit social cognition: Attitudes,self-esteem,and stereotypes.Psychological Review,1995(102): 4-27.
[3] Rice J A.The Effects of Emotion Regulation on Children's Memory for Educational Material,dissertation submitted in partial satisfaction of the requirements for the degree of doctor of philosophy in Human Development, 2003:236-349.
[4] Damasio A R.Descartes'error:Emotion,reason,and the human brain.New York:GrossettΠPutnam.1994:115-146.
[5] Gross J J.The emerging field of emotion regulation:An integrative review.Review of General Psychology,1998(2):271-299.
[6] Richards J&Gross J J.Emotion regulation and memory:The cognitive costs of keeping one's cool.Journal of Personality and Social Psychology,2000(79):410-424.
[7] 杨海燕,姜媛.情绪调节策略与记忆研究进展[J].首都师范大学学报,2005(4):109-114.
[8] 孟昭兰.情绪心理学.北京:北京大学出版社.2005.
[9] 孟昭兰.人类情绪.上海:上海人民出版社.1989.
[10] Christianson S A.The handbook of emotion and memory:Research and throry.Hillsdale,NJ:Erlbaum.1992:236-278.
[11] Gross J J.Antecedent-and response-focused emotion regulation: Divergent consequences for experience,expression,and physiology.Journal of Personality and Social Psychology,1998(74):224-237.
[12] Perry N E.Young children's self2regulated learning and contexts that support it.Journal of Educational Psychology,1998(90):715-729.
[13] 郑希付.焦虑情绪与启动情绪两种状态下的记忆信息处理.心理科学,2005(2):351-355.
[14] 刘爱伦,郭志华.呈现时间与词的属性对记得和知道判断的影响.心理科学,2003(3):386-389.
[15] 郑希付.不同情绪模式的词语和图片刺激启动的时间效应.心理学报,2004(5):545-549.
[16] 王翠玲.不同情绪状态对认知任务类型影响的实验研究.上海:华东师范大学硕士论文,2004.
[17] 陶云,霍俊丽等.心境一致性对大学生外显和内隐记忆影响的实验研究.心理与行为研究,2007,5(3):171-176.
[18] David M,John E R.Mood congruent memory in dysphoria:the roles of state affect and cognitive style.Behaviour Research and TheraPy,2006 (44):1275-1285.
[19] 李芳.情绪一致性记忆的发展研究.天津:天津师范大学博士论文,2008.
[1] LIANG Dandan, YAN Xiaomin, GE Zhilin. The Development of Emotion Recognition Ability in 4~8 Years Old Chinese Children with High-functioning Autism Based on Language Cues [J]. Psychological Development and Education, 2024, 40(2): 169-175.
[2] HAN Jiantao, QIAN Junni, ZHANG Jieyu, PANG Weiguo. The Relationship between Creativity and Meaning in Life among College Students: The Role of Positive Emotion and Creative Self-efficacy [J]. Psychological Development and Education, 2024, 40(2): 187-195.
[3] XIE Heping, WANG Yanqing, WANG Fuxing, ZHOU Zongkui, DENG Sue, DUAN Zhaohui. Generative Drawing Effect in Memory and Its Boundary Conditions: A Meta-analysis [J]. Psychological Development and Education, 2024, 40(1): 29-43.
[4] PENG Yue, ZHANG Heyi, CHEN Yinghe, LEI Xiuya, QI Yue, YU Xiao, QIAO Xuewen, LIU Moxuan, YAN Luyi. Age Differences in Analogical Reasoning Strategies and Their Relationships with Working Memory and Inhibitory Control [J]. Psychological Development and Education, 2023, 39(6): 761-771.
[5] ZHANG Hongchi, MAO Weibin, CUI Huiyuan, AN Shu, LI Qingyuan. The Effects of Value on Item Memory and Associative Memory in Older Adults [J]. Psychological Development and Education, 2023, 39(5): 625-634.
[6] HONG Xinwei, MIAO Lingtong, FAN Hang, SONG Minghua, ZHU Tingting, LIU Shen, ZHANG Lin. The Relationship between Parental Conflict and Adolescents' Aggressive Behavior: Roles of Emotional Security and School Connectedness [J]. Psychological Development and Education, 2023, 39(5): 726-734.
[7] JI Linqin, ZOU Xiaohui, ZHANG Lulu, ZHANG Liang. The Relationship between Children and Adolescent's Bullying Behavior and Callous-unemotional Traits and Empathy: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(4): 532-541.
[8] ZHANG Pengcheng, LI Xi, HAN Wuyang, SHEN Yongjiang. The Effect of Lack of Sleep on Negative Emotion in Primary and Secondary School Students: A Chain Mediation Model [J]. Psychological Development and Education, 2023, 39(3): 402-409.
[9] LI Cirong, YANG Yanyu, LI Chunxuan. Interparental Conflict, Adolescents' Daily Self-efficacy and Daily Learning Engagement: The Mediating Roles of Daily Negative Emotion and Daily Rumination in the Moderating Effects of Interparental Conflict Influence [J]. Psychological Development and Education, 2023, 39(2): 236-246.
[10] LU Minghui, WANG Rong, ZHANG Limin. Relationship between Parents’ Resilience and Emotional/Behavioral Problems in Children with ASD: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(2): 247-254.
[11] ZHANG Lin, CHEN Yanling, HONG Xinwei, ZHAO Mingyu, FAN Hang, LIU Shen. The Relationship between Callous-unemotional Traits and School Bullying of Junior High School Students: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(2): 266-275.
[12] LI Yixuan, WANG Zeyu, ZHOU Mingyang, YANG Yuchuan, ZHAO Minxiang, DONG Yan. The Relation between Peer Academic Support and Academic Emotions in High School Physics and Chemistry: The Mediation Role of Academic Self-efficacy and the Moderation Role of Gender [J]. Psychological Development and Education, 2023, 39(1): 58-67.
[13] SONG Jiaru, LIU Yuanyuan, WANG Xiuli, LI Shouxin. The Attentional Guidance Effect of Visual and Verbal Working Memory Representation [J]. Psychological Development and Education, 2022, 38(5): 609-617.
[14] WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal [J]. Psychological Development and Education, 2022, 38(5): 692-702.
[15] HUANG Xiaoxiao, ZHANG Baoshan, YU Guoliang. Diversity of Daily Small Groups and Physical Symptoms of Elderly: The Mediating Effect of Group Positive Emotion and Moderating Effect of Psychological Stress [J]. Psychological Development and Education, 2022, 38(5): 729-738.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd