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

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