负性情绪材料的定向遗忘及心理机制

采用项目法定向遗忘的研究范式,在两个实验中分别采用文字和图片材料考察了情绪性记忆定向遗忘的效果及其心理机制。实验中采用了中性和负性两种实验材料,设置了两种记忆指令出现时间（2秒后提示和5秒后提示）,相对于中性材料,被试更不容易忘记负性材料。记忆指令出现的时间只影响图片材料的定向遗忘。研究表明负性情绪会干扰定向遗忘,选择性编码理论可以解释情绪性文字材料的定向遗忘,而抑制理论更能解释情绪性图片材料的定向遗忘效应。     

内容与自我关联性对负性情绪记忆定向遗忘的影响

本研究使用消极情绪视频片段作为实验材料,采用词表法定向遗忘范式,用2个实验分别考察了内容与自我关联性对负性情绪要义和细节记忆的定向遗忘及其权衡的影响。研究结果表明：(1)内容关联性对定向遗忘几乎没有影响,在内容关联条件下,遗忘提示只增加了要义记忆没有增加细节记忆;(2)自我关联性对定向遗忘产生了影响,自我关联条件下出现了定向遗忘,而自我无关条件下定向遗忘消失;(3) 关联性对细节和要义记忆有不同的影响,表现出明显的要义-细节权衡。     

自我与有意遗忘现象

将自我参照效应的实验范式与字表方式的有意遗忘范式相结合,探讨有意遗忘在自我参照与他人参照条件下的异同。结果表明,在有意遗忘的研究范式下,自我参照加工和他人参照加工的回忆量之间不存在显著差异;但是自我参照条件下出现了有意遗忘现象,而他人参照加工条件下没有表现出有意遗忘现象。这表明,自我参照加工的材料,区辨性很高,因而有意遗忘的指导语激发的抑制作用对它有效,从而出现了遗忘现象。     

阿訇参照效应的文化差异:基于提取诱发遗忘范式的探讨

自我参照会影响提取诱发遗忘。不同文化背景下这种规律是否具有普遍性,特别是现实宗教文化中的重要他人能否到自我结构之中,则很少有研究涉及。当前研究采用了提取诱发遗忘的标准范式,以回汉大学生为被试,通过实验考察了提取诱发遗忘现象在不同参照条件下的加工规律。结果发现,回族被试在自我参照和阿訇参照条件下没有出现提取诱发遗忘,而在一般他人参照条件下出现了提取诱发遗忘现象;汉族被试在自我参照条件下没有出现提取诱发遗忘,而在阿訇参照和一般他人参照条件下则出现了提取诱发遗忘现象;这表明在不同文化背景下,自我参照效应是一种普遍的规律;宗教文化中的重要他人可以被宗教信仰者整合到自我当中,并且在提取诱发遗忘加工过程中产生了阿訇参照效应。     

自我与提取诱发遗忘现象

考察了提取诱发遗忘现象在自我参照、母亲参照和他人参照加工条件下的不同表现,结果发现在前两种加工条件下都没有出现提取诱发的遗忘,而他人参照条件下则表现有这种遗忘,由此以提取诱发遗忘研究的实验范式证明了中国被试中自我参照加工与母亲参照加工相对于一般他人参照加工的优势。这一结果表明,对于中国被试来说,自我参照加工和母亲参照加工任务不仅可能会在总回忆量方面高于他人参照加工,而且经过这两类加工的材料在提取过程中不会形成对相关材料的抑制。另外,实验结果还说明母亲参照加工对于中国被试来说是提取诱发遗忘的一种边界条件。     

语言和文化对自我参照条件下提取诱发遗忘的影响——来自汉族人和摩梭人的证据

采用提取诱发遗忘范式考察摩梭人和汉族人在自我参照、母亲参照、姨母参照和他人参照条件下的加工规律, 发现摩梭被试在自我参照、母亲参照、姨母参照条件下都未出现提取诱发遗忘, 而在一般他人参照条件下出现了提取诱发遗忘; 汉族被试在自我参照、母亲参照条件下未出现提取诱发遗忘, 而在姨母参照、他人参照条件下出现了提取诱发遗忘。这表明, 不同的文化和语言影响人的自我构建, 在汉族人的自我结构中包含有母亲, 而摩梭人将母亲、姨母皆作为重要的他人纳入自我建构中, 使得母亲参照和姨母参照产生与自我参照同样的记忆优势。     

压抑者对情绪和非情绪自传体记忆的提取诱发遗忘

该实验考察了压抑应对方式,高焦虑和低焦虑三组被试对不同情绪性自传体记忆的提取诱发遗忘的差异。结果表明,与情绪性自传体记忆比较,被试能回忆出更多非情绪性自传体记忆;正性,负性和非情绪性自传体记忆均能得到显著的提取诱发遗忘,但是提取练习对正性和非情绪性事件的回忆率的促进弱于负性事件。压抑者的提取诱发遗忘效应要小于另外两组,且对于负性自传体记忆,压抑者没有产生提取诱发遗忘。     

自我建构对内群体、外群体参照效应的影响

内群体身份被视为群体自我,也存在与个体自我类似的信息精细加工效应,并受到文化的影响。自我建构是文化在个体层面的体现,本研究通过两个实验考察自我建构内、外群体参照信息加工的作用。实验1选用记忆参照实验,实验2选用提取诱发遗忘实验,通过代词圈点法启动自我建构,两个实验共同发现：独立自我建构启动时,存在内群参照效应;而互依自我建构启动条件下,内群体信息加工优势消失,没有出现内群参照效应。     

情绪性记忆的主动遗忘

情绪性记忆的主动遗忘, 是指人们有意识地主动地遗忘带有情绪色彩的记忆内容, 但更多的是那些带来痛苦的负性情绪性记忆。主动遗忘又分为定向遗忘和压抑遗忘, 项目法和字表法是实验室中研究定向遗忘的主要方法, 而白熊任务和TNT任务是研究压抑遗忘的主要范式, 研究者们围绕两种遗忘做了大量研究。未来的研究应更关注情绪性记忆遗忘的不同心理机制, 不同研究范式与心理机制的交互作用, 情绪性记忆遗忘的个体差异, 情绪性记忆遗忘中事件遗忘和情绪反应遗忘的分离等 问题。     

情绪对提取诱发遗忘的影响

从学习材料的情绪性和提取过程的情绪状态两方面考察了情绪对提取诱发遗忘的影响。结果发现提取练习对情绪性与非情绪性材料引发了同等程度的遗忘;提取练习阶段,当被试处于正性或中性情绪状态下也会发生明显的提取诱发遗忘现象,而当被试处于负性情绪状态时,提取练习不会导致对未提取项目的遗忘。研究结果表明,学习材料的情绪性不影响提取诱发遗忘,而提取过程的情绪状态会对提取诱发遗忘产生影响,负性情绪状态可以消除提取诱发遗忘。     

Directed forgetting of autobiographical events

Two diary experiments demonstrated directed forgetting (DF) of autobiographical events, previously observed only for less complex memory items. Using a 2-week diary paradigm, we compared recall between a group of participants who were directed to forget Week 1 memories (forget group) and a group who did not receive a forget instruction (remember group). In Experiment 1, the forget group remembered fewer items from Week 1 than did the remember group. The effect was observed for negative and positive valence events, as well as for high and low emotional intensity events. The effect was replicated in Experiment 2 despite a memorable holiday (Valentine's Day) that occurred during the manipulation week. Forget participants remembered fewer low emotional intensity items in Experiment 2. We conclude that intentional forgetting is a plausible explanation for the loss of some autobiographical memories.     

Directed forgetting of recently recalled autobiographical memories

In 6 experiments, the authors investigated list-method directed forgetting of recently recalled autobiographical memories. Reliable directed forgetting effects were observed across all experiments. In 4 experiments, the authors examined the impact of memory valence on directed forgetting. The forget instruction impaired recall of negative, positive, and neutral memories equally, although overall, participants recalled fewer unemotional memories than emotional memories. The preexisting organization of memories enhanced the directed forgetting effect, and a release from forgetting occurred only when the forgotten memories were directly cued. The authors discuss the roles of emotion, retrieval dynamics, and organization in these effects and suggest that the directed forgetting of recently recalled autobiographical memories may reflect the inhibition of recently formed memories of remembering, that is, episodic inhibition. The authors consider the implications of these findings for the control of autobiographical remembering in everyday life.     

压抑遗忘的影响因素

人在生活中的一些负性经历或无效信息可以通过压抑提取而遗忘,这种遗忘称为压抑遗忘。压抑遗忘不仅受压抑时长、压抑次数、实验材料的情绪效价和唤醒度、期待效应等的影响,还受个体的年龄和精神障碍等的影响。今后应着重考察精神疾病个体记忆控制网络内的连接强度与压抑遗忘的关系,澄清压抑遗忘是否存在补偿机制。     

压抑遗忘的影响因素

人在生活中的一些负性经历或无效信息可以通过压抑提取而遗忘,这种遗忘称为压抑遗忘。压抑遗忘不仅受压抑时长、压抑次数、实验材料的情绪效价和唤醒度、期待效应等的影响,还受个体的年龄和精神障碍等的影响。今后应着重考察精神疾病个体记忆控制网络内的连接强度与压抑遗忘的关系,澄清压抑遗忘是否存在补偿机制。     

When can we choose to forget? An ERP study into item-method directed forgetting of emotional words

Emotionally arousing information is treated in a specialised manner across a number of different processing stages, and memory for affective events is often found to be heightened by virtue of this. However, in some cases, emotional experiences might be the very ones that we would like to forget. Here, two item-method directed forgetting studies are presented which investigate people's ability to intentionally forget affective words when stimuli and memory instructions are presented simultaneously. In the first experiment an interaction between task instruction and emotional content was evident in a diminished directed forgetting effect for emotional words, suggesting that they may be relatively resistant to deliberate forgetting. The interaction between instruction and emotion appeared both in free recall of words and in a yes-no recognition task. In the second study, an ERP procedure was utilised to investigate whether emotion modulates the effects of instruction during the initial encoding of stimuli. Recognition data again showed a clear interaction between instruction and emotion, with a reduced directed forgetting effect for emotional words. The ERP data demonstrated evidence for individual effects of both emotion and instruction during encoding; however, despite this, no evidence for an interaction between these factors was evident in the ERP data. As such, we conclude that even when study items are presented simultaneously with their associated memory instructions, neither does emotion prevent differential processing of directed forgetting instruction, nor does memory instruction prevent differential processing of emotion during early encoding. Implications are discussed in relation to the directed forgetting literature and more broadly with respect to circumstances under which emotion and cognitive processing work in parallel or in competition with each other.     

情绪对连续事件定向遗忘的影响

本研究采用项目法定向遗忘范式以中性和负性连续事件的视频为实验材料, 通过2个实验考察了情绪对连续事件定向遗忘的影响, 并进一步探讨了情绪对细节记忆和要义记忆的定向遗忘的影响。结果发现, 情绪可以消除细节记忆的定向遗忘效应, 而仅有要义记忆的定向遗忘效应则主要受到事件连续性而非情绪的影响。     

越努力去忘就越能忘记吗？—情绪材料定向遗忘的"剂量效应"

采用项目法定向遗忘研究范式,在两个实验中分别使用情绪性语词和图片材料,考察主观努力程度影响情绪材料定向遗忘的心理机制。研究采用2(语词或图片情绪效价：正词/负词)×2（指示符：记住/忘记)×3（努力程度：20%/60%/100%）的被试内设计,因变量为情绪性语词或图片的再认率和定向遗忘效应。结果表明,正效价词在三种努力程度忘记条件的再认率无差别,而越努力去忘记负效价词,反而越能记住;正负效价的图片材料都呈现出越努力去忘记反而越能记住的特点。以上结果表明,语词与图片分别适合有意识加工和无意识加工,记住指令导致对情绪性语词和图片的选择性复述,符合选择性复述/被动衰退理论,而不同努力程度的忘记指令又引发了对情绪性语词和图片的主动抑制,符合注意抑制/执行控制理论。     

Emotional constraints on intentional forgetting

One way people control the contents of their minds is intentional forgetting—voluntarily forgetting events after they have happened. The events people would most like to forget are unpleasant and emotional. This study used a directed forgetting procedure with emotional and neutral pictures to examine whether people can intentionally forget emotional events as easily as mundane ones. When the to-be-forgotten list was neutral, participants showed successful intentional forgetting. But when the to-be-forgotten list was emotional, directed forgetting failed. Results contribute to understanding the ways that emotion constrains mental control by capturing mental processes including memory retrieval. Emotion may short-circuit attempts to forget those parts of the past people would most like to forget.     

Directed forgetting of a single item

In two experiments, we investigated directed forgetting of a single item. We presented participants with two phone numbers to remember and instructed half of the participants to forget the first phone number. The first number was either learned on a single trial (Experiment 1) or on three trials (Experiment 2). In Experiment 1, there was evidence of directed forgetting as a result of differential encoding; the forget instruction affected recall and recognition for both phone numbers. In Experiment 2, the evidence favored differential rehearsal because the forget instruction affected recall but not recognition. These results indicate that instructions to forget can affect memory of single items.