), 吕娇娇, 兰帆, 张丽娜 辽宁师范大学心理学院, 大连 116029
收稿日期:2019-10-16出版日期:2020-12-25发布日期:2020-10-26通讯作者:孙岩E-mail:sunyan@lnnu.edu.cn基金资助:* 辽宁省教育厅项目(WJ2019015)Emotion regulation strategy of self-focused and situation-focused reappraisal and their impact on subsequent cognitive control
SUN Yan(), LV Jiaojiao, LAN Fan, ZHANG Lina School of Psychology, Liaoning Normal University, Dalian 116029, China
Received:2019-10-16Online:2020-12-25Published:2020-10-26Contact:SUN Yan E-mail:sunyan@lnnu.edu.cn摘要/Abstract
摘要： 认知重评作为高度适应性的情绪调节策略, 是否消耗随后任务所需的认知资源仍存在争议。以往研究把重评作为单一策略研究, 并未区分重评亚型对这一问题进行探索。本研究采用情绪调节与认知控制结合的任务, 考察自我关注和情境关注两种重评亚型调节情绪的效果, 以及对随后认知控制的影响是否存在差异。结果发现两种重评策略都能有效调节情绪, 但调节效果存在差异。从行为角度看, 与中性刺激相比, 负性刺激会引发更高的负性情绪水平, 对随后冲突任务的认知控制能力更差。进一步从神经机制水平来看, 增加负性情绪可能会进一步消耗随后任务可用的认知资源, 与自我关注重评相比, 采用情境关注重评降低负性情绪后, 对随后冲突任务的认知控制能力更强。说明两种重评亚型并不同质, 不仅在调节情绪的效果上存在差异, 而且会引发不同的认知控制后果; 同时, 负性情绪水平越高, 认知控制能力可能会越差。
图/表 6
图1实验流程图
图1实验流程图表2两组被试在4种情绪调节条件下的主观体验评级
| 组别 | 情绪调节条件 | |||
|---|---|---|---|---|
| 观看中性 | 观看负性 | 增加负性 | 降低负性 | |
| 自我关注组 | ||||
| 效价 | 5.27 (0.74) | 3.42 (0.57) | 3.25 (0.68) | 3.55 (0.62) |
| 唤醒度 | 4.02 (1.57) | 5.36 (1.16) | 6.72 (1.22) | 5.32 (1.04) |
| 情境关注组 | ||||
| 效价 | 5.25 (0.74) | 3.65 (0.70) | 3.36 (0.72) | 4.27 (1.04) |
| 唤醒度 | 3.83 (1.33) | 5.24 (1.08) | 5.73 (1.27) | 5.17 (1.19) |
表2两组被试在4种情绪调节条件下的主观体验评级
| 组别 | 情绪调节条件 | |||
|---|---|---|---|---|
| 观看中性 | 观看负性 | 增加负性 | 降低负性 | |
| 自我关注组 | ||||
| 效价 | 5.27 (0.74) | 3.42 (0.57) | 3.25 (0.68) | 3.55 (0.62) |
| 唤醒度 | 4.02 (1.57) | 5.36 (1.16) | 6.72 (1.22) | 5.32 (1.04) |
| 情境关注组 | ||||
| 效价 | 5.25 (0.74) | 3.65 (0.70) | 3.36 (0.72) | 4.27 (1.04) |
| 唤醒度 | 3.83 (1.33) | 5.24 (1.08) | 5.73 (1.27) | 5.17 (1.19) |
图2两组被试在4种情绪调节条件(观看中性、观看负性、增加负性、降低负性)下的主观体验评级, 纵轴表示对效价和唤醒度进行1~9级评价。**表示p < 0.01
图2两组被试在4种情绪调节条件(观看中性、观看负性、增加负性、降低负性)下的主观体验评级, 纵轴表示对效价和唤醒度进行1~9级评价。**表示p < 0.01
图3两组被试在300~1500 ms期间LPP的平均波幅。其中A表示自我关注组在4种情绪调节条件下的LPP波幅、B表示情境关注组在4种情绪调节条件下的LPP波幅、C表示增加负性情绪时自我关注组和情境关注组的LPP波幅、D表示降低负性情绪时自我关注组和情境关注组的LPP波幅。
图3两组被试在300~1500 ms期间LPP的平均波幅。其中A表示自我关注组在4种情绪调节条件下的LPP波幅、B表示情境关注组在4种情绪调节条件下的LPP波幅、C表示增加负性情绪时自我关注组和情境关注组的LPP波幅、D表示降低负性情绪时自我关注组和情境关注组的LPP波幅。
图4两组被试在4种情绪调节条件下数字Stroop期间P300和SP成分的波幅干扰分数(不一致条件的平均波幅–一致条件的平均波幅)。
图4两组被试在4种情绪调节条件下数字Stroop期间P300和SP成分的波幅干扰分数(不一致条件的平均波幅–一致条件的平均波幅)。
图5两组被试在增加和降低情绪调节条件下300~390 ms期间(黄色区域)的P300平均波幅与750~900 ms期间(灰色区域)的SP 平均波幅。其中A表示使用自我关注重评增加负性情绪之后Stroop呈现-反应的波幅, B表示使用情境关注重评增加负性情绪之后Stroop呈现-反应的波幅, C表示使用自我关注重评降低负性情绪之后Stroop呈现-反应的波幅, D表示使用情境关注重评降低负性情绪之后Stroop呈现-反应的波幅。
图5两组被试在增加和降低情绪调节条件下300~390 ms期间(黄色区域)的P300平均波幅与750~900 ms期间(灰色区域)的SP 平均波幅。其中A表示使用自我关注重评增加负性情绪之后Stroop呈现-反应的波幅, B表示使用情境关注重评增加负性情绪之后Stroop呈现-反应的波幅, C表示使用自我关注重评降低负性情绪之后Stroop呈现-反应的波幅, D表示使用情境关注重评降低负性情绪之后Stroop呈现-反应的波幅。参考文献 90
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