اثر فراخوانی هیجان بر ارتقاء حافظه ی حرکتی ضمنی

نویسندگان
1 دانشگاه خوارزمی
2 دانشگاه علوم پزشکی سمنان
3 دانشگاه علوم پزشکی شهید بهشتی
چکیده
هدف تحقیق حاضر تعیین اثر فراخوانی هیجان بر ارتقاء حافظ­ی حرکتی ضمنی بود. به همین منظور تعداد 40 نفر از جامعه­ی دانشجویان دانشگاه خوارزمی (20زن و 20 مرد)، به صورت در دسترس انتخاب و پس از کسب ملاک­های لازم برای ورود به گروه نمونه، به صورت تصادفی در دو گروه هیجانی (10 زن و 10 مرد) و خنثی (10 زن و 10 مرد) قرار گرفتند. آزمایش شامل دو دوره­ی اکتساب و یادداری بود. برای این تحقیق تکلیف تطبیق رنگ زنجیره­ای در نظر گرفته­شد. در دوره­ی اکتساب هر دو گروه به اجرای تکلیف در 6 بلوک 150 کوششی با توالی­های تکراری و تصادفی پرداختند. طی اکتساب هیجان، یک گروه با استفاده از روش دستکاری شکست برانگیخته شد، در حالی­که گروه دیگر در شرایط خنثی به سر می­برد. در طول آزمایش تغییرات غلظت کورتیزول بزاق و اضطراب مورد اندازه­گیری قرار گرفت. نتایج تحقیق حاضر نشان داد، هیجانی سازی تکلیف منجر به افزایش غلظت کورتیزول بزاق و اضطراب گروه هیجانی شد؛ در حالی­که گروه خنثی در فاصله­ی زمانی 24 ساعت هیچ پیشرفتی در یادگیری تکلیف تطبیق رنگ زنجیره­ای نداشت؛ گروه هیجانی در همین دوره­ی زمانی ارتقاء معناداری در عملکرد نشان داد.
کلیدواژه‌ها

عنوان مقاله English

Effects of the Emotion Elicitation on the Enhancement of the Implicit Motor Memory

نویسندگان English

F. Ghadiri 1
A. Bahram 1
A. Rashidipoor 2
S. Zahedi Asl 3
چکیده English

The Purpose of this study was investigating the effects of the emotion elicitation on the enhancement of the implicit motor memory. To achieve this goal, of the students of Kharazmi University, 40 undergraduate students (20 male and 20 female students), who were accessible, were selected, and then they were divided randomly into two emotional and neutral groups: in each group there was 10 men and 10 women. Serial color matching task was considered for this study. The experiment included two periods: acquisition and remembering period. In the acquisition period, all groups practiced the task for six blocks of 150 trials with the repetitive and random frequency. During the acquisition period, the emotion of a group was aroused by the method of manipulating failure while the other group was in a neutral situation. During the experiment, the changes occurred in the density of the salivary cortisol and anxiety was measured. The Results showed that increasing the emotion of the task could increase the density of the salivary cortisol and anxiety. Furthermore, while the neutral group had no enhancement in SCRT learning during the 24 hours, the emotional group showed substantial enhancement during the same period of time.

کلیدواژه‌ها English

Emotional Enhancement of Memory
Implicit Motor Memory
serial reaction time task
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