厌恶学习对中性刺激记忆过程的影响:一种经典条件反射方法。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Cognition & Emotion Pub Date : 2024-10-08 DOI:10.1080/02699931.2024.2413359
Sinem Söylemez, Aycan Kapucu
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引用次数: 0

摘要

厌恶是一种基本情绪,它能促进病原体的回避,并能污染附近的中性刺激。本研究探讨了通过经典条件反射获得厌恶价值的中性刺激是如何在外显记忆中被处理的。实验采用类别条件反射范式为中性刺激赋予情绪意义,然后在条件反射后立即或 24 小时内进行识别测试(实验 1)。结果显示,与其他中性刺激相比,在 24 小时后进行的识别测试中,获得厌恶价值的中性刺激的识别准确率更高,自由偏差也更大。目前的研究还表明,在恐惧情境下,恶心所带来的记忆增强效果并不明显(实验 2)。此外,在识别测试中,当与厌恶相关的中性刺激与厌恶刺激同时出现时,结果也不尽相同(实验 3)。因此,本研究表明,当恶心刺激出现在一个没有恶心刺激的列表中时,恶心的记忆优势会延伸到相关刺激。
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The impact of disgust learning on memory processes for neutral stimuli: a classical conditioning approach.

Disgust is a basic emotion that promotes pathogen avoidance and can contaminate nearby neutral stimuli. This study investigates how neutral stimuli, which have acquired disgust value through classical conditioning, are processed in episodic memory. The Category Conditioning paradigm was utilised to assign emotional significance to neutral stimuli, followed by a recognition test conducted immediately or 24 h after conditioning (Experiment 1). The results revealed that neutral stimuli that acquired disgust value were recognised with greater accuracy and higher liberal bias compared to other neutral stimuli in the recognition test conducted after 24 h, but not immediately. Present study also indicates that the memory enhancement observed with disgust did not manifest in the context of fear (Experiment 2). Additionally, the results varied when neutral stimuli associated with disgust were presented with disgusting stimuli in recognition test (Experiment 3). Thus, the present study demonstrates that the memory advantage of disgust extends to associated stimuli when they are presented in a list without disgusting stimuli.

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来源期刊
Cognition & Emotion
Cognition & Emotion PSYCHOLOGY, EXPERIMENTAL-
CiteScore
4.90
自引率
7.70%
发文量
90
期刊介绍: Cognition & Emotion is devoted to the study of emotion, especially to those aspects of emotion related to cognitive processes. The journal aims to bring together work on emotion undertaken by researchers in cognitive, social, clinical, and developmental psychology, neuropsychology, and cognitive science. Examples of topics appropriate for the journal include the role of cognitive processes in emotion elicitation, regulation, and expression; the impact of emotion on attention, memory, learning, motivation, judgements, and decisions.
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