情绪状态影响高中生远距离联想的实验研究
摘要
情绪对于创造性具有何种影响?一种观点认为,积极情绪促进创造性,消极情绪抑制创造性,而另一种观点则与此相反。还有一些研究者认为中等强度的情绪状态更有利于创造性的发挥。已有研究虽得出了很多有价值的结果,但大都从情绪的一个维度(愉悦度或唤醒度)研究其对创造性的影响。而本研究从愉悦度和唤醒度两个维度来描述情绪,主要通过影片诱发不同的情绪状态的方法,探讨不同情绪状态对高中生远距离联想这一创造性任务的影响,从而进一步推测不同情绪状态对高中生创造性的影响。为达到研究目的,进行两个实证研究。
研究一:修订简易中文远距离联想量表,并施测于210名高中生。结果显示该量表的内部一致性系数为0.782,重测信度为0.912,效度为0.862。表明该量表可以作为测量高中生远距离联想能力的有效工具。
研究二:实验通过《外国幽默集锦》诱发愉快情绪,《汶川地震纪实》诱发悲伤情绪,接着对被试实施远距离联想测验。事后根据被试情绪前后测自评得分,将133名有效被试分为四种情绪状态:积极高唤醒情绪、积极低唤醒情绪、消极高唤醒情绪和消极低唤醒情绪,从而探究四种情绪状态对高中生中文远距离联想能力发挥的影响。
本研究结果表明:
1.从情绪的愉悦度分析,积极情绪能够促进高中生远距离联想能力的发挥,而消极情绪则阻碍高中生远距离联想能力的发挥。
2.从情绪的唤醒度分析,同一极性(积极或消极)情绪的低唤醒状态比高唤醒状态更有利于高中生远距离联想能力的发挥。即在情绪的两级中,中等强度的情绪状态更有利于远距离联想能力的发挥。
What effect emotion has on creativity? One view is that positive emotions promote creativity; negative emotions suppress creativity, while another view is to the contrary. Some researchers believe that moderate-intensity emotional state is more conducive to promote creativity. Although research has drawn a lot of valuable results, the impact on the creativity is studied mostly from emotional dimensions (valence or arousal), This study mainly explores impact of different emotional states on high school students’remote association through the ways of film-induced different emotional states, thus further speculates that impact of different emotional states on high school students’creativity. To the purpose of this study, we Conducted two researchers.
Study 1
A simple Chinese remote association is modified. The revised scale was administrated to 210 high school students to examine reliability and validity, showing that the Cronbach coefficient was 0.782, retest reliability is 0.912, and validity was 0.862. Thus, it indicates that the revised simple Chinese remote association scale has good reliability and validity, and can be an effective tool measuring high school students’remote association ability.
Study 2
“foreign Humor Collection”starts a positive mood,“Wen chuan earthquake documentary”starts a negative mood; the subjects get the self-assessment scores of simplified Chinese remote association test before and after the experiment, the 133 subjects are divided into four emotional states groups: positive high arousal emotions, positive low arousal emotions, negative high arousal emotions and negative low arousal emotions. Thus, the study 2 is to explore impact of the four emotional states on high school students’on Chinese remote association, and further explore effect of the different emotional states on high school students’creativity.
Below are the main conclusions of this study.
(A) In emotional valence perspective to analysis, positive emotion group is significantly higher than negative emotion group. That indicates that positive emotions can promote remote association ability, but negative emotions hinder remote association ability.
(B) In emotional arousal perspective to analysis, low arousal state is more conducive to promote remote association than high arousal state of the same emotion. The score of positive low arousal emotion is significantly higher than that of positive high arousal emotion; the score of negative high arousal emotion is significantly lower than that of negative low arousal emotion.
研究一:修订简易中文远距离联想量表,并施测于210名高中生。结果显示该量表的内部一致性系数为0.782,重测信度为0.912,效度为0.862。表明该量表可以作为测量高中生远距离联想能力的有效工具。
研究二:实验通过《外国幽默集锦》诱发愉快情绪,《汶川地震纪实》诱发悲伤情绪,接着对被试实施远距离联想测验。事后根据被试情绪前后测自评得分,将133名有效被试分为四种情绪状态:积极高唤醒情绪、积极低唤醒情绪、消极高唤醒情绪和消极低唤醒情绪,从而探究四种情绪状态对高中生中文远距离联想能力发挥的影响。
本研究结果表明:
1.从情绪的愉悦度分析,积极情绪能够促进高中生远距离联想能力的发挥,而消极情绪则阻碍高中生远距离联想能力的发挥。
2.从情绪的唤醒度分析,同一极性(积极或消极)情绪的低唤醒状态比高唤醒状态更有利于高中生远距离联想能力的发挥。即在情绪的两级中,中等强度的情绪状态更有利于远距离联想能力的发挥。
What effect emotion has on creativity? One view is that positive emotions promote creativity; negative emotions suppress creativity, while another view is to the contrary. Some researchers believe that moderate-intensity emotional state is more conducive to promote creativity. Although research has drawn a lot of valuable results, the impact on the creativity is studied mostly from emotional dimensions (valence or arousal), This study mainly explores impact of different emotional states on high school students’remote association through the ways of film-induced different emotional states, thus further speculates that impact of different emotional states on high school students’creativity. To the purpose of this study, we Conducted two researchers.
Study 1
A simple Chinese remote association is modified. The revised scale was administrated to 210 high school students to examine reliability and validity, showing that the Cronbach coefficient was 0.782, retest reliability is 0.912, and validity was 0.862. Thus, it indicates that the revised simple Chinese remote association scale has good reliability and validity, and can be an effective tool measuring high school students’remote association ability.
Study 2
“foreign Humor Collection”starts a positive mood,“Wen chuan earthquake documentary”starts a negative mood; the subjects get the self-assessment scores of simplified Chinese remote association test before and after the experiment, the 133 subjects are divided into four emotional states groups: positive high arousal emotions, positive low arousal emotions, negative high arousal emotions and negative low arousal emotions. Thus, the study 2 is to explore impact of the four emotional states on high school students’on Chinese remote association, and further explore effect of the different emotional states on high school students’creativity.
Below are the main conclusions of this study.
(A) In emotional valence perspective to analysis, positive emotion group is significantly higher than negative emotion group. That indicates that positive emotions can promote remote association ability, but negative emotions hinder remote association ability.
(B) In emotional arousal perspective to analysis, low arousal state is more conducive to promote remote association than high arousal state of the same emotion. The score of positive low arousal emotion is significantly higher than that of positive high arousal emotion; the score of negative high arousal emotion is significantly lower than that of negative low arousal emotion.
引文
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[2] Anderson, R. E., Arlett, C., &Tarrant, L. Effects of instructions and mood on creative mental synthesis. In Cz Kaufmann, T. Helstrup, &’K. H. Teigen (Eds.), Problem solving and cognitive processes. Bergen, Norway: Fagbokforlaget. 1995:183-195
[3] Ansburg P I,Hill K. Creative and analytic thinkers differ in their use of attentional resources. Personality and Individual Differences,2003,34(7):1141-1152
[4] Basch, M. F. Affect and defense. In D.L. Nathanson (Ed.),Knowing feeling. New York :Norton,1996:257-269
[5] Bower, G.H. Mood and memory. American Psychologist,1981,36:129-148
[6] Basch, M.F. Affect and defense. In D.L. Nathanson (Ed.), Knowing feeling. New York :Norton,1996:257-269
[7] Bradley, B., Mathews, A. Negative self-schemata in clinical depression. British Journal of Clinical Psychology,1983,22:173-181
[8] Bower GH, Forgas JP. Affect, Memory, and Social Cognition. In: Eich E, etal. Cognition & Emotion. New York: Oxford University Press, 2000: 93-102
[9] Bradley M M, Lang P J. Affective reactions to acoustic stimuli. Psychophysiology, 2000, 37(2): 204-215
[10]Bechtereva,N.P.,Korotkov,A.D.,Pakhomov,S.V.,Roudas,M.S.,&Starchenko,M.G.PET study of brain maintenance of verbal creative activity. International Journal of Psychophysiology,2004,53(1):11-20
[11] Bechtereva, N.P., Danko, S.G., & Medvedev, S.V. Current methodology and methods in psychophysiologica studies of creative thinking. Methods, 2007,42(1):100-108
[12] Bowden E M, Beeman M J. Nonnative data for 144 compound remote associate problems. Bebavior Research Methods, Instnunents, & Computers, 2003,35 (4): 634-639
[13] Clore, G.L., Schwarz, N. & Conway, M. Affective Causes and Consequences of Social Information Processes. Handbook of Social Cognition.1994,1:323-417
[14] Diener E , Smith H , Fujita F. The personalitv structure of affect. Journal ofPersonality and Social Psychhology,1995,69(1):130-141
[15] Ellis, H.C., Ashbrook, P.W. Resource allocation model of the effects of depressed mood states. Affect, cognition and social behavior. Toronto, Ontario, Canada: Hogrefe, 1987:125-142
[16] Estrada, C. A., Isen, A. M., &Young, M. J. Positive affect improves creative problem solving and influences reported source of practice satisfaction in physicians. Motivation and Emotion, 1994, 4:285-299
[17] Ekman P. Basic Emotions. In: Dalgleish T, Power M (Eds. ). Handbook of Cognition and Emotion. Sussex, U. K: John Wiley & Sons, Ltd. 1999:468-478
[18] Ellis H, Ashbrook P W. Resource allocation model of the effects of depressed mood states on memory. In: Fielder K, Forgas J. (Eds. ) Affect, cognition, and social behavior. Lewison, NY: Hogrefe, 1988:25-43
[19] GrossJJ, Levenson R W. Emotion elicitation using films. Cognition and Emotion, 1995, 9(l):87-108
[20] Gross J J, Levenson R W. Emotion elicitation using films. Cognition and Emotion, 1995, 9(1):87-108
[21] Hernmns D, De Houwer J, Smeesters D, et al. Affective priming with associat ively unrelated primes and targets. Fachgruppe Sozlalpsychologie, 1997, 6: 96-115
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