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目的:考察认知内容特异性对高考试焦虑者工作记忆容量的影响。方法:创设高压力和低压力的测验情境,采用考试低相关-低威胁词、考试低相关-高威胁词、考试高相关-低威胁词和考试高相关-高威胁词为材料,分别测试高、低考试焦虑大学生的工作记忆容量。结果:在高压力测验情境下,高考试焦虑者对四类词语的工作记忆容量均显著低于低考试焦虑者;在低压力测验情境下,高考试焦虑者只对考试高相关词语的工作记忆容量显著低于低考试焦虑者;高、低考试焦虑者对高威胁词语的工作记忆容量都显著低于低威胁词。结论:认知内容特异性(考试高相关刺激)在低压力测验情境下会损害高考试焦虑者的工作记忆容量。
Objective: To investigate the effect of cognitive content specificity on working memory capacity in high test anxiety patients. Methods: To establish high pressure and low pressure test scenarios, using low correlation - low threat words, low correlation test words - high threat words, high correlation test words - low threat words and high test words - high threat words as materials, respectively, testing high , Low anxiety test anxiety college students working memory capacity. Results: In the high pressure test scenario, the working memory capacity of high anxiety test anxiety test was significantly lower than those of low test anxiety test. In the low stress test situation, the high test anxiety test only worked on the working memory The capacity was significantly lower than the low test anxiety; high and low test anxiety working memory capacity of high-threat words were significantly lower than the low threat words. CONCLUSIONS: Cognitive content specificity (high test-related stimuli) can impair the working memory capacity of high anxiety test anxiety test participants in low stress tests.