高级认知对情绪感染的反向抑制:以教学活动为例

心理与行为研究 ›› 2019, Vol. 17 ›› Issue (1): 75-82.

高级认知对情绪感染的反向抑制:以教学活动为例

张奇勇¹, 陆佳希¹, 卢家楣²

1. 扬州大学教育科学学院, 扬州 225002;
2. 上海师范大学教育学院, 上海 200234

收稿日期:2016-10-14 出版日期:2019-01-20 发布日期:2019-01-24
通讯作者: 张奇勇
基金资助:
教育部人文社会科学研究青年基金项目（15YJC190030），扬州大学校教改重点课题（YZUJX2016-1A）

Retroactive Inhibition Effect of Higher-level Cognition on Emotional Contagion: With Examples of Teaching Activities

ZHANG Qiyong¹, LU Jiaxi¹, LU Jiamei²

1. The College of Educational Science, Yangzhou University, Yangzhou 225002;
2. Education College, Shanghai Normal University, Shanghai 200234

Received:2016-10-14 Online:2019-01-20 Published:2019-01-24

摘要/Abstract

摘要： 实验采用被试内设计研究高级认知对情绪感染的反向抑制，以情境教学活动为例。实验共有两个模块，分别研究高级认知对积极情绪感染和消极情绪感染的反向抑制调节，通过在仿真教学系统中给学生播放教学视频，同时使用BioNeuro八通道生物反馈仪记录学生在观看视频时的生理指标。实验结果表明，在中性情感语义文本中，教师富有情感的朗诵对学生具有感染力，而当学生观看矛盾情绪视频（教师的朗诵情绪与文本的语义情感不一致）时，无论教师的情绪是积极的还是消极的，情绪感染现象都不会发生，说明学生的高级认知对教师的情绪感染产生反向抑制。

关键词: 高级认知, 情绪感染, 反向干扰, 反向抑制, 教学活动

Abstract: In the research, the experiment condition was classroom activities. We adopted within-subjects design to study the retroactive inhibition effect of higher-level cognition on emotional contagion. The experiment consisted of two modules, in which we studied the retroactive inhibition effects of higher-level cognition on positive or negative emotional contagion respectively. We played two kinds of teaching videos to students through a emulation teaching system. Meanwhile, the students' physiological data were recorded by eight-channel biofeedback instrument when students watched videos. The experimental results indicated that students got "infected" by the teacher's emotion when they watched the video of "express emotion properly", in which the teacher recited emotionless text with emotion, compared with the video of "express emotion improperly", in which teacher's reciting emotion was contrary to the textual affection. In contrast, emotional contagion wouldn't occur when students watched the video of "express emotion improperly", whatever the teacher's emotion was positive or negative. It was suggested that students' higher cognition retroactively inhibited emotional contagion from the teacher.

Key words: higher-level cognition, emotional contagion, retroactive interference, retroactive inhibition, teaching activities

中图分类号:

G441

张奇勇, 陆佳希, 卢家楣. 高级认知对情绪感染的反向抑制:以教学活动为例[J]. 心理与行为研究, 2019, 17(1): 75-82.

ZHANG Qiyong, LU Jiaxi, LU Jiamei. Retroactive Inhibition Effect of Higher-level Cognition on Emotional Contagion: With Examples of Teaching Activities[J]. Studies of Psychology and Behavior, 2019, 17(1): 75-82.

参考文献

狄海波, 虞晓菁, 陈宜张. (2010). 人类大脑高级功能: 临床实验性研究. 上海: 上海教育出版社.
李芳, 朱昭红, 白学军. (2008). 高兴和悲伤电影片段诱发情绪的有效性和时间进程. 心理与行为研究, 7(1), 32-38
张奇勇, 卢家楣. (2013). 情绪感染的概念与发生机制. 心理科学进展, 21(9), 1596-1604
张奇勇, 卢家楣. (2015). 先入观念对情绪感染力的调节——以教学活动为例. 心理学报, 47(6), 797-806
张奇勇, 卢家楣, 闫志英, 陈成辉. (2016). 情绪感染的发生机制. 心理学报, 48(11), 1423-1433
Balconi, M., & Bortolotti, A. (2012). Empathy in cooperative versus non-cooperative situations: The contribution of self-report measures and autonomic responses. Applied Psychophysiology and Biofeedback, 37, 161-169.
Balconi, M., & Canavesio, Y. (2013). Emotional contagion and trait empathy in prosocial behavior in young people: The contribution of autonomic (facial feedback) and Balanced Emotional Empathy Scale (BEES) measures. Journal of Clinical and Experimental Neuropsychology, 35(1), 41-48.
Bhullar, N. (2012). Relationship between mood and susceptibility to emotional contagion: Is positive mood more contagious? North American Journal of Psychology, 14(3), 517-529.
Cheshin, A., Rafaeli, A., & Bos, N. (2011). Anger and happiness in virtual teams: Emotional influences of text and behavior on others' affect in the absence of non-verbal cues. Organizational Behavior and Human Decision Processes, 116, 2-16.
Dezecache, G., Conty, L., Chadwick, M., Philip, L., Soussignan, R., Sperber, D., & Grèzes, J. (2013). Evidence for unintentional emotional contagion beyond Dyads. PLoS ONE, 8(6), e67371.
Dimberg, U., Andréasson, P., & Thunberg, M. (2011). Emotional empathy and facial reactions to facial expressions. Journal of Psychophysiology, 25(1), 26-31.
Gouizi, K., Reguig, F. B., & Maaoui, C. (2011). Emotion recognition from physiological signals. Journal of Medical Engineering & Technology, 35(6-7), 300-307.
Hennig-Thurau, T., Groth, M., Paul, M., & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70(3), 58-73.
Johnstone, T., van Reekum, C. M., Urry, H. L., Kalin, N. H., & Davidson, R. J. (2007). Failure to regulate: Counterproductive recruitment of top-down prefrontal-subcortical circuitry in major depression. Journal of Neuroscience, 27, 8877-8884.
Lai, H. L., Li, Y. M., & Lee, L. H. (2012). Effects of music intervention with nursing presence and recorded music on psycho-physiological indices of cancer patient caregivers. Journal of Clinical Nursing, 21, 745-756.
Magnée, M. J. C. M., De Gelder, B., van Engeland, H., & Kemner, C. (2007). Facial electromyographic responses to emotional information from faces and voices in individuals with pervasive developmental disorder. Journal of Child Psychology and Psychiatry, 48(11), 1122-1130.
Ooishi, Y., & Kashino, M. (2012). Habituation of rapid sympathetic response to aversive timbre eliminated by change in basal sympathovagal balance. Psychophysiology, 49, 1059-1071.
Park, M. S., Lee, K. H., Sohn, S., Eom, J. S., & Sohn, J. H. (2014). Degree of extraversion and physiological responses to physical pain and sadness. Scandinavian Journal of Psychology, 55, 483-488.
Salimpoor, V. N., Benovoy, M., Longo, G., Cooperstock, J. R., & Zatorre, R. J. (2009). The rewarding aspects of music listening are related to degree of emotional arousal. PLoS ONE, 4(10), e7487.