The Study Of The Relationship Of High-grade Pupils’ Emotion,Working Memory Capacity And Reading Comprehension

The reading is the essential means of human access to knowledge and information, goodreading ability is crucial to modern. In recent years, many educators, psychologists fromdifferent perspectives on reading comprehension research, but few take into account thenon-cognitive factors on the reading comprehension of the emotional impact. This studycombines emotion,cognitive and reading comprehension together,be designed to explore therelationship between them.In this study, the issues raised by the two experiments. Experiment1mainly on thedifferent mood in affecting students’ working memory capacity. Induced by video clips ofstudents with different emotional states and then their verbal working memory capacity test,through compare the differences of working memory capacity which the emotion was inducedbefore and after, then thus infer whether different emotions affect the students’ verbal workingmemory. The second experiment investigated different emotions on reading comprehensiontest with questions of varying difficulty. In this experiment, students also first were inducedby video clips in different emotional states, and then the students’ reading comprehension testto compare the difference of reading comprehension scores in different emotional states， andto find out whether there are differences. The results of this study are as follows:(1) There is a high positive correlation between working memory capacity and readingachievement type. The working memory capacity of the students who have good readingachivements is significantly higher than the students who have lower reading scores. Highreading achivements students’ working memory capacity are the largest，on the contray，theworking memory capacity of the students who have bad reading scores are the smallest.(2) In the condition of the positive emotion, students’ working memory capacity wassignificantly higher than the baseline level.In the condition of the negative emotion,students’working memory capacity was significantly lower than the baseline level.(3) In the reading comprehension test,the students whose reading achivements type was‘good’ have significant higher marks than the ‘middle’ and the ‘bad’;the students whosereading achivements type was ‘middle’ have significant higher marks than the ‘bad’.(4) In three different scores in reading comprehension,the students who was in thepositive emotional state got the significantly higher scores than the students who was in thenegative emotional state.