情绪感染的发生机制及其调节模型
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摘要
纵览已有的关于情绪感染的文献后发现，就情绪感染这一概念主要存在两种分歧——一种认为情绪感染是自动化的、无意识的过程（原始性情绪感染，primitive emotional contagion)，一种认为情绪感染是一个需要意识参与的过程（意识性情绪感染，conscious emotional contagion)。究其原因，是因为以往学者们没有对情绪信息进行分类，即没有区分“低级情绪信息”和“高级情绪信息”及其在传递机制上的差异性，最终使得情绪感染这一概念不断扩大化而不知所指。由于情绪感染概念上的分歧导致其发生机制上也存在同样的分歧，在实验研究中所诱发出的“情绪感染”现象千差万别，基本混淆了情绪感染与移情、同情、情绪调节、情绪信息加工等心理过程，如“员工道歉的真诚与否决定了顾客的情绪感染能否产生”，这里所谓的“情绪感染”就包括了表情情绪信息、语义情绪信息的传递过程，以及顾客的情绪调节过程，并非是单一的情绪感染现象。
由于以往研究在情绪感染概念与机制上存在分歧，这使得情绪感染这一研究领域失去了最基本的交流平台。为此，使用推本溯源的方法从“感染”的词源上来探究情绪感染的概念问题，明确哪类情绪信息可以通过情绪感染来传递，进而在情绪感染的概念和已有文献资料的基础上来论证情绪感染的机制问题。
由于情绪感染往往伴随着其他心理现象，这些心理现象被以往学者误认为是情绪感染机制本身，其实是在情绪感染的发生机制之外，但对情绪感染具有调节作用，为此构建了情绪感染的调节模型，它包括不同类型情绪信息的加工机制、觉察者的心理状态（如情绪状态、注意力倾向）、觉察者的高级认知加工（如先入观念、情绪解释）。研究以教学活动为应用取向，构建并通过实验手段证明“情绪感染的发生机制及其调节模型”的科学性。论文紧扣上述思路，共有七个部分的研究，分述如下：
第一部分：采用文献研究、词源学、逻辑推理的方法从理论上论证了情绪感染的概念与发生机制。将情绪信息加以分类，区分了感官情绪信息与高级情绪信息及其在情绪传递机制上的差异性，构建了情绪感染的发生机制。
第二部分：在分析以往关于移情、意识性情绪感染、情绪调节等相关研究的基础上，构建了情绪感染的调节模型。编制了教学视频、《情绪易感性问卷》、《教师课堂情绪感染力评价问卷》等实验工具。
第三部分：通过实验室实验考察了高低分情绪觉察者的情绪觉察水平、无意识模仿水平、生理反馈水平以及情绪体验水平上的差异性，通过路径分析实证了情绪感染的发生机制。
第四部分：通过实验室实验揭示了不同类型的感官情绪信息的感染效果具有差异性，比较了多通道与单通道感官情绪信息的感染效果，证明了语义情绪信息对情绪感染具有调节作用。
第五部分：通过实验室实验考察了觉察者在两种情绪状态——快乐与焦虑状态下对情绪感染的调节作用，以及觉察者在不同的注意力倾向——专注“教学内容”与专注“教师表情”下对情绪感染的调节作用。
第六部分：通过实验室实验证明了觉察者的高级认知对情绪感染具有调节作用。考察了觉察者在两种先入观念——认为教师是“权威”教师与“新手”教师观念下对情绪感染的调节作用，以及觉察者在高级情绪信息与感官情绪信息的效价不一致时高级认知对情绪感染的调节作用。
第七部分研究：对上述理论与实验研究的成果做了总结，并对这些理论应用于教育实践进行了初步探索，获得了一些具有指导意义的实践策略。
通过上述研究，本文获得如下结论：
1.情绪感染是指情绪诱发者的感官情绪信息被觉察者感知并自动化地、无意识地加工成与诱发者相同的情绪状态的心理现象。情绪感染是自下而上的情绪产生过程，无需意识参与，但可与高级认知加工产生的情绪状态相叠加。
2.情绪感染受高级认知加工调节，如由高级情绪信息诱发的情绪体验可与情绪感染相叠加，觉察者的高级认知加工、情绪状态、注意力倾向、先入观念等均会影响情绪感染的效果。
3.高低分情绪觉察者在情绪觉察过程中的眼动特点、模仿与生理反馈水平、情绪体验上存在显著性差异，通过路径分析证明了情绪感染的发生机制为：感官情绪信息→觉察者觉察→觉察者无意识模仿→生理反馈→情绪体验。
4.积极、消极感官情绪信息对各生理指标的唤醒程度存在显著性差异，多通道感官情绪信息的感染效果要好于单通道，语义情绪信息可以与相同效价的感官情绪信息相叠加，调节了感官情绪信息的感染效果。
5.学生在快乐情绪状态下更易感染教师快乐的情绪，而不易感染教师消极的情绪；学生在焦虑情绪状态下对教师情绪具有免疫力。学生专注“教学内容”时，削弱了教师情绪的感染力，专注“教师表情”时，提高了教师情绪的感染力。
6.学生的先入观念对教师情绪的感染效果具有调节作用，当学生不能合理地解释教师情绪展示的原因时，就会大大削弱教师情绪感染的效果。
7.情绪感染理论与实践可以成为教师教育的一部分内容，应用情绪感染理论对课堂教学进行精确设计、合理操控相关因素，可以大大提高教师的情绪感染力。
After studying the literatures available about emotional contagion (EC), wefound that there existed two schools in the concept of EC, one is primitive EC, andthe other is conscious EC. Primitive EC considered that EC represented a largelyautomatic, unconscious process, and conscious EC suggested that EC neededconscious effort. The reasons of the differences suggested researchers could notdistinguish the different types of emotional information, i.e. not differentiatelow-level emotional information from high-level emotional information, and theirdifferences in emotional transmission mechanism. As a result, the meanings of ECexpanded more and more, and finally could not indicate what the exact concept was.Disagreements on the concept of EC brought about the differences in views of itsmechanism. At present, On account of above-mentioned divergences, psychologicalphenomena elicited by some researchers studying on EC were diverse from eachother.
Due to disagreements on the concept and mechanism of EC, it showed a lack ofplatform for communication in the research field of EC. In the paper, we traced theorigins of “contagion”, compared emotional contagion with empathy, emotionregulation in order to deduce what the EC is, and made clear what kind of emotionalinformation could be transmitted by EC. And the mechanism of EC was discussed onthe base of above-defined concept and the literatures available of EC.
Because EC is always accompanied by other psychological phenomena, whichare inclined to be mistaken for EC itself by many scholars. Actually these phenomenaare generated out of the mechanism of EC, but can regulate the final effect of EC.Therefore, the modulation model of EC was established in the paper, It consisted ofprocessing mechanism of different kind of emotional information, observer’spsychological states (e.g. emotional state or attentional bias), observer’s advancedcognition (e.g. antecedent perception or emotion understanding). The research wasoriented to application in teaching activity. The mechanism of EC and its modulationmodel were created and demonstrated through laboratory experiment. Seven parts focusing on above-mentioned research ideas in the paper are as follows:
Part one: Philology, etymology and logistics were employed to argument andconstruct the concept and mechanism of EC in theory. We classified emotionalinformation type, i.e. categorized emotional information into low-level emotionalinformation (sensorial emotional information) and high-level emotional information,and argued differences of these two kind of information on transmission mechanism,finally constructed the mechanism of EC.
Part two: On the basis of analyzing past research on empathy, conscious EC,emotion regulation, we constructed the modulation model of EC, worked outexperimental material, such as teaching videos, the emotional contagion scale, theevaluation scale of teaching’s emotional contagion in class.
Part three: Laboratory experiment, such as eye movement, bio-feedbacktechnology, and questionnaires were used to explore the differences of observers’emotional awareness, unconscious mimicry, physiologic feedback, emotionalexperience. Path analysis was employed to testify the scientificity of mechanism ofEC.
Part four: Laboratory experiment showed that there existed differences in effectof EC of different kind of sensorial emotional information. The effect of ECtransferring through Multi-channel was compared with that through single channel.We testified that semantic emotional information could regulate the effect of EC.
Part five: By laboratory experiment, we testified that observer’s emotional state(e.g. happiness or anxiety) and attentional bias (e.g. concentrating on teachingcontents or teacher’s expression) could regulate the effect of EC.
Part six: By laboratory experiment, we confirmed that observer’s advancedcognition could regulate the effect of EC. Observer’s antecedent perception (e.g.considering teacher as “authoritative” teacher or as “novice” teacher) could regulatethe effect of EC, and observer’s advanced cognition could regulate the effect of ECwhen the valence of sensorial emotional information was inconsistent with that ofhigh-level emotional information.
Part seven: Above-mentioned theory and experimental results were summarized up in part seven. I endeavored to do a tentative exploration in theoriesapplied to educational practice, and gained some strategies with guidance on theeducational practice.
Through the above-mentioned research, I drew the following conclusions:
Firstly, EC is the process of automatic and unconscious transfer of emotionbetween individuals, in which sensorial emotional information is transferred fromsender to receiver and is mimicked by receiver. As a result, the receiver produces thesame emotional experience as the sender. EC is an emotion-induced process fromphysiological reaction to psychological reaction, in which consciousness is not needed.EC can mix with emotion experience elicited by advanced cognition.
Secondly, EC can be regulated by advanced cognition, e.g. emotion experienceinduced by advanced cognition can be mixed with EC. Observer’s advanced cognition,emotional state, attentional bias, antecedent perception all can influence the effectof EC.
Thirdly, there existed differences in eye movement, mimicry level, bio-feedback,emotional experience between high score and low score group in emotionalawareness. The mechanism of EC was testified as followed by path analysis: Sensorialemotional information→observer’ s perception→observer’ s mimicry→physiological feedback→emotional experience.
Fourthly, there existed significant differences in the degree of physical arousalunder exposure to positive and negative sensorial emotional stimuli. The effect of ECof sensorial emotional information through multi-channel was better than thatthrough single channel. The emotion elicited by semantic emotional informationcould be cumulative with EC of sensorial emotional information, thus semanticemotional information regulated the effect of EC.
Fifthly, student under happy state was susceptible to teacher’s happy emotion,and was resistant to teacher’s negative emotion. Student under anxious state hadimmunity to teacher’s emotion. Teacher’s effect of EC was weakened when studentconcentrated teaching contents, and was enhanced when student concentrated onteacher’s expression.
Sixthly, student’s antecedent perception could regulate teacher’s effect of EC.Teacher’s effect of EC was weakened when student could not reasonably explain thecause of teacher’s emotional expression.
Finally, the theory and practice of EC could become a part of teacher education.If classroom teaching was carefully designed in light of the theory of EC, andinterference factors were rationally controlled, teacher’s effect of EC could be greatlyimproved.
由于以往研究在情绪感染概念与机制上存在分歧，这使得情绪感染这一研究领域失去了最基本的交流平台。为此，使用推本溯源的方法从“感染”的词源上来探究情绪感染的概念问题，明确哪类情绪信息可以通过情绪感染来传递，进而在情绪感染的概念和已有文献资料的基础上来论证情绪感染的机制问题。
由于情绪感染往往伴随着其他心理现象，这些心理现象被以往学者误认为是情绪感染机制本身，其实是在情绪感染的发生机制之外，但对情绪感染具有调节作用，为此构建了情绪感染的调节模型，它包括不同类型情绪信息的加工机制、觉察者的心理状态（如情绪状态、注意力倾向）、觉察者的高级认知加工（如先入观念、情绪解释）。研究以教学活动为应用取向，构建并通过实验手段证明“情绪感染的发生机制及其调节模型”的科学性。论文紧扣上述思路，共有七个部分的研究，分述如下：
第一部分：采用文献研究、词源学、逻辑推理的方法从理论上论证了情绪感染的概念与发生机制。将情绪信息加以分类，区分了感官情绪信息与高级情绪信息及其在情绪传递机制上的差异性，构建了情绪感染的发生机制。
第二部分：在分析以往关于移情、意识性情绪感染、情绪调节等相关研究的基础上，构建了情绪感染的调节模型。编制了教学视频、《情绪易感性问卷》、《教师课堂情绪感染力评价问卷》等实验工具。
第三部分：通过实验室实验考察了高低分情绪觉察者的情绪觉察水平、无意识模仿水平、生理反馈水平以及情绪体验水平上的差异性，通过路径分析实证了情绪感染的发生机制。
第四部分：通过实验室实验揭示了不同类型的感官情绪信息的感染效果具有差异性，比较了多通道与单通道感官情绪信息的感染效果，证明了语义情绪信息对情绪感染具有调节作用。
第五部分：通过实验室实验考察了觉察者在两种情绪状态——快乐与焦虑状态下对情绪感染的调节作用，以及觉察者在不同的注意力倾向——专注“教学内容”与专注“教师表情”下对情绪感染的调节作用。
第六部分：通过实验室实验证明了觉察者的高级认知对情绪感染具有调节作用。考察了觉察者在两种先入观念——认为教师是“权威”教师与“新手”教师观念下对情绪感染的调节作用，以及觉察者在高级情绪信息与感官情绪信息的效价不一致时高级认知对情绪感染的调节作用。
第七部分研究：对上述理论与实验研究的成果做了总结，并对这些理论应用于教育实践进行了初步探索，获得了一些具有指导意义的实践策略。
通过上述研究，本文获得如下结论：
1.情绪感染是指情绪诱发者的感官情绪信息被觉察者感知并自动化地、无意识地加工成与诱发者相同的情绪状态的心理现象。情绪感染是自下而上的情绪产生过程，无需意识参与，但可与高级认知加工产生的情绪状态相叠加。
2.情绪感染受高级认知加工调节，如由高级情绪信息诱发的情绪体验可与情绪感染相叠加，觉察者的高级认知加工、情绪状态、注意力倾向、先入观念等均会影响情绪感染的效果。
3.高低分情绪觉察者在情绪觉察过程中的眼动特点、模仿与生理反馈水平、情绪体验上存在显著性差异，通过路径分析证明了情绪感染的发生机制为：感官情绪信息→觉察者觉察→觉察者无意识模仿→生理反馈→情绪体验。
4.积极、消极感官情绪信息对各生理指标的唤醒程度存在显著性差异，多通道感官情绪信息的感染效果要好于单通道，语义情绪信息可以与相同效价的感官情绪信息相叠加，调节了感官情绪信息的感染效果。
5.学生在快乐情绪状态下更易感染教师快乐的情绪，而不易感染教师消极的情绪；学生在焦虑情绪状态下对教师情绪具有免疫力。学生专注“教学内容”时，削弱了教师情绪的感染力，专注“教师表情”时，提高了教师情绪的感染力。
6.学生的先入观念对教师情绪的感染效果具有调节作用，当学生不能合理地解释教师情绪展示的原因时，就会大大削弱教师情绪感染的效果。
7.情绪感染理论与实践可以成为教师教育的一部分内容，应用情绪感染理论对课堂教学进行精确设计、合理操控相关因素，可以大大提高教师的情绪感染力。
After studying the literatures available about emotional contagion (EC), wefound that there existed two schools in the concept of EC, one is primitive EC, andthe other is conscious EC. Primitive EC considered that EC represented a largelyautomatic, unconscious process, and conscious EC suggested that EC neededconscious effort. The reasons of the differences suggested researchers could notdistinguish the different types of emotional information, i.e. not differentiatelow-level emotional information from high-level emotional information, and theirdifferences in emotional transmission mechanism. As a result, the meanings of ECexpanded more and more, and finally could not indicate what the exact concept was.Disagreements on the concept of EC brought about the differences in views of itsmechanism. At present, On account of above-mentioned divergences, psychologicalphenomena elicited by some researchers studying on EC were diverse from eachother.
Due to disagreements on the concept and mechanism of EC, it showed a lack ofplatform for communication in the research field of EC. In the paper, we traced theorigins of “contagion”, compared emotional contagion with empathy, emotionregulation in order to deduce what the EC is, and made clear what kind of emotionalinformation could be transmitted by EC. And the mechanism of EC was discussed onthe base of above-defined concept and the literatures available of EC.
Because EC is always accompanied by other psychological phenomena, whichare inclined to be mistaken for EC itself by many scholars. Actually these phenomenaare generated out of the mechanism of EC, but can regulate the final effect of EC.Therefore, the modulation model of EC was established in the paper, It consisted ofprocessing mechanism of different kind of emotional information, observer’spsychological states (e.g. emotional state or attentional bias), observer’s advancedcognition (e.g. antecedent perception or emotion understanding). The research wasoriented to application in teaching activity. The mechanism of EC and its modulationmodel were created and demonstrated through laboratory experiment. Seven parts focusing on above-mentioned research ideas in the paper are as follows:
Part one: Philology, etymology and logistics were employed to argument andconstruct the concept and mechanism of EC in theory. We classified emotionalinformation type, i.e. categorized emotional information into low-level emotionalinformation (sensorial emotional information) and high-level emotional information,and argued differences of these two kind of information on transmission mechanism,finally constructed the mechanism of EC.
Part two: On the basis of analyzing past research on empathy, conscious EC,emotion regulation, we constructed the modulation model of EC, worked outexperimental material, such as teaching videos, the emotional contagion scale, theevaluation scale of teaching’s emotional contagion in class.
Part three: Laboratory experiment, such as eye movement, bio-feedbacktechnology, and questionnaires were used to explore the differences of observers’emotional awareness, unconscious mimicry, physiologic feedback, emotionalexperience. Path analysis was employed to testify the scientificity of mechanism ofEC.
Part four: Laboratory experiment showed that there existed differences in effectof EC of different kind of sensorial emotional information. The effect of ECtransferring through Multi-channel was compared with that through single channel.We testified that semantic emotional information could regulate the effect of EC.
Part five: By laboratory experiment, we testified that observer’s emotional state(e.g. happiness or anxiety) and attentional bias (e.g. concentrating on teachingcontents or teacher’s expression) could regulate the effect of EC.
Part six: By laboratory experiment, we confirmed that observer’s advancedcognition could regulate the effect of EC. Observer’s antecedent perception (e.g.considering teacher as “authoritative” teacher or as “novice” teacher) could regulatethe effect of EC, and observer’s advanced cognition could regulate the effect of ECwhen the valence of sensorial emotional information was inconsistent with that ofhigh-level emotional information.
Part seven: Above-mentioned theory and experimental results were summarized up in part seven. I endeavored to do a tentative exploration in theoriesapplied to educational practice, and gained some strategies with guidance on theeducational practice.
Through the above-mentioned research, I drew the following conclusions:
Firstly, EC is the process of automatic and unconscious transfer of emotionbetween individuals, in which sensorial emotional information is transferred fromsender to receiver and is mimicked by receiver. As a result, the receiver produces thesame emotional experience as the sender. EC is an emotion-induced process fromphysiological reaction to psychological reaction, in which consciousness is not needed.EC can mix with emotion experience elicited by advanced cognition.
Secondly, EC can be regulated by advanced cognition, e.g. emotion experienceinduced by advanced cognition can be mixed with EC. Observer’s advanced cognition,emotional state, attentional bias, antecedent perception all can influence the effectof EC.
Thirdly, there existed differences in eye movement, mimicry level, bio-feedback,emotional experience between high score and low score group in emotionalawareness. The mechanism of EC was testified as followed by path analysis: Sensorialemotional information→observer’ s perception→observer’ s mimicry→physiological feedback→emotional experience.
Fourthly, there existed significant differences in the degree of physical arousalunder exposure to positive and negative sensorial emotional stimuli. The effect of ECof sensorial emotional information through multi-channel was better than thatthrough single channel. The emotion elicited by semantic emotional informationcould be cumulative with EC of sensorial emotional information, thus semanticemotional information regulated the effect of EC.
Fifthly, student under happy state was susceptible to teacher’s happy emotion,and was resistant to teacher’s negative emotion. Student under anxious state hadimmunity to teacher’s emotion. Teacher’s effect of EC was weakened when studentconcentrated teaching contents, and was enhanced when student concentrated onteacher’s expression.
Sixthly, student’s antecedent perception could regulate teacher’s effect of EC.Teacher’s effect of EC was weakened when student could not reasonably explain thecause of teacher’s emotional expression.
Finally, the theory and practice of EC could become a part of teacher education.If classroom teaching was carefully designed in light of the theory of EC, andinterference factors were rationally controlled, teacher’s effect of EC could be greatlyimproved.
引文
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