正負向情緒對學生認知作業轉換虧損的影響

Effect of Positive and Negative Emotion on Students’ Cognitive Tasks Switch Cost

本研究根基任務重建和擴展假設的理論命題，探討正負向情緒對學生認知作業轉換虧損的影響。研究者採取交替執行實驗典範，進行三種情緒條件、四個發展階段、不同性別、兩個任務指示條件的轉換虧損差異研究。480名來自國小、國中、高中、大學的學生參與研究，這些受試者同時參與圖形判斷、顏色判斷的分類操作作業，以及＋5、－3的移轉操作作業。在六個區組的嘗試中，受試者交替進行轉換任務和重複任務，估算轉換任務和重複任務的反應時間差取得轉換虧損數值。統計分析結果發現：轉換任務的反應時間顯著大於重複任務；預先知道條件下轉換虧損較低；正向情緒對轉換虧損的降低有助益。根據研究發現，研究者對降低認知作業轉換虧損和未來研究提出建議

The main purpose of this study was to explore the effect of positive and negative emotion on students’ cognitive tasks switch cost， based on task-set reconfiguration and broadening hypothesizes. An alternating-runs paradigm experiment was conducted to compare switch cost among different conditions. 480 participants from elementary school， junior high school， high school， and college， assigned into three moods(positive emotion， negative emotion， and neutral mood) and two conditions (foreknowledge and no foreknowledge). Participants performed task repetition and task switch trails through six blocks. Tasks consisted of classification of figure or color， adding 5 or subtracting 3. And switch cost refers to the performance difference in task repetition and task switch trails. Analysis of variance was employed to test switch cost among different conditions， and compare switch cost of difference age and gender. Result demonstrated: (1) the time of task switch was significantly longer than that of task repetition; (2) switch cost under foreknowledge condition was smaller than that under no foreknowledge condition; (3) emotional conditions influenced switch cost， compared with neutral mood， positive emotion reduced switch cost， while negative emotion increased it; (4) there was no significantly difference between male and female’ switch cost; (5) there was significantly different switch cost among elementaryschool， junior high school， high school， and college students. Based on those results， implication for switch cost reducing of cognition task and future research was discussed.