Ji Chaoxin, Yang Jun, Lin Lin, Chen Song
Physical Education Department, Northeastern University, Shenyang 110819, China.
College of Information Science and Engineering, Northeastern University, Shenyang 110819, China.
J Intell. 2023 Jan 5;11(1):12. doi: 10.3390/jintelligence11010012.
Background: Video-induced negative affect may have an impact on cognition. In this study, acute exercise and music listening are used to explore their impact on individual cognition with video-induced negative affect. Method: All the participants were randomly divided into six groups. Group 1 (n = 19, average age = 20.15) was not given any form of acute exercise or music listening; Group 2 (n = 20, average age = 21.33) was given music listening; Group 3 (n = 20, average age = 20.89) was given acute exercise; Group 4 (n = 20, average age = 21.03) only watched a video without being given any acute exercise or music listening; Group 5 (n = 19, average age = 20.68) was given music listening after watching a video; Group 6 (n = 18, average age = 21.32) was given acute exercise after watching a video. Results: In the pre-test, we found that there was no significant difference in negative affect, positive affect, and cognitive performance among the groups (p > .05). The post-test indicated that the negative affect of college students who watched the video (20.16 ± 8.34) was higher than that of college students who did not watch the video (11.12 ± 3.29). Acute exercise and music listening improved the cognitive performance of college students with video-induced negative affect. Acute exercise improved the cognitive performance of college students with non-video-induced negative affect, while music listening did not. Conclusion: The acute decline in the cognitive performance of college students caused by video-induced negative affect can be ameliorated by means of acute exercise and music listening.
视频诱发的负面影响可能会对认知产生影响。在本研究中，采用急性运动和聆听音乐来探究它们对因视频诱发负面影响的个体认知的影响。方法：所有参与者被随机分为六组。第1组（n = 19，平均年龄 = 20.15）未进行任何形式的急性运动或聆听音乐；第2组（n = 20，平均年龄 = 21.33）进行聆听音乐；第3组（n = 20，平均年龄 = 20.89）进行急性运动；第4组（n = 20，平均年龄 = 21.03）仅观看视频，未进行任何急性运动或聆听音乐；第5组（n = 19，平均年龄 = 20.68）在观看视频后进行聆听音乐；第6组（n = 18，平均年龄 = 21.32）在观看视频后进行急性运动。结果：在预测试中，我们发现各组之间在负面影响、正面影响和认知表现方面无显著差异（p >.05）。后测试表明，观看视频的大学生的负面影响（20.16 ± 8.34）高于未观看视频的大学生（11.12 ± 3.29）。急性运动和聆听音乐改善了因视频诱发负面影响的大学生的认知表现。急性运动改善了因非视频诱发负面影响的大学生的认知表现，而聆听音乐则没有。结论：视频诱发的负面影响导致的大学生认知表现的急性下降可以通过急性运动和聆听音乐来改善。
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