Forgas J P, Burnham D K, Trimboli C
School of Psychology, University of New South Wales, Kensington, Australia.
J Pers Soc Psychol. 1988 Apr;54(4):697-703. doi: 10.1037//0022-3514.54.4.697.
The influence of positive and negative moods on children's recall and recognition memory and impression-formation judgments was investigated in a two-list experimental design. A total of 161 schoolchildren, 8 to 10 years old, were presented with audiovisual information containing positive and negative details about 2 target children. Each presentation was preceded by happy or sad mood manipulations. One day later, the children were again placed in a happy or sad mood, and their recall and recognition memory and impression-formation judgments were assessed. Results showed that memory was better when (a) the children felt happy during encoding, retrieval, or both; (b) the material was incongruent with learning mood; (c) the 2 target characters were encountered in contrasting rather than in matching mood states; and (d) recall mood matched encoding mood. A happy mood increased the extremity of both positive and negative impression-formation judgments. Results are contrasted with experimental data obtained with normal or depressed adults, and implications are considered for contemporary theories of mood effects on cognition and for social-developmental research.
在一项双列表实验设计中，研究了积极情绪和消极情绪对儿童回忆、识别记忆以及印象形成判断的影响。共有161名8至10岁的学童观看了包含两名目标儿童的积极和消极细节的视听信息。每次展示之前都进行了快乐或悲伤情绪的诱导。一天后，再次让孩子们处于快乐或悲伤的情绪中，并评估他们的回忆、识别记忆以及印象形成判断。结果表明，在以下情况下记忆效果更好：（a）孩子们在编码、检索或两者过程中感到快乐；（b）材料与学习时的情绪不一致；（c）两名目标人物在对比而非匹配的情绪状态下出现；（d）回忆时的情绪与编码时的情绪相匹配。快乐情绪增加了积极和消极印象形成判断的极端性。将结果与用正常或抑郁成年人获得的实验数据进行了对比，并考虑了其对当代情绪对认知影响理论以及社会发展研究的启示。
