The Behavior Comparative Study Of Affective Priming And Semantic Priming In Children

Objective:This paper discusses the differences of affective priming and semantic priming in different SOA and grade children, so it offers the theory support for the comparison of affective priming and semantic priming.Method:Adopting the priming stimulations of the strength characteristics matched, different affective valence and sexual pictures, they present the stimulation in different SOA conditions. The valence judgment and semantic classify experiments are finished by the primary school students of grade three and five. Using the RT and ACC as targets, we compare affective priming and semantic priming in variance analysis.Results:(1) Compared affective priming with semantic priming of the primary school students of grade three, when the SOA is50ms, in different valence, sex and target relationship, if we take the ACC as the target, the interaction of the priming picture valence, sex, target relations consistency and target types is notable (F(1,26)=7.622,p<0.05).(2) Compared affective priming with semantic priming of the primary school students of grade five, when the SOA is250ms, in different valence, sex and target relationship, if we take the RT as the target, the two priming variance analysis results indicate that the interaction of the priming picture valence, sex, target relations consistency and priming types is notable (F(1,27)=6.426,P<0.05); if we take the ACC as the target, the interaction of the priming picture valence, sex, target relations consistency and priming types is notable (F(1,27)=8.184,P<0.05)Conclusions:(1) Under short SOA condition, affective consistency effects are emerged at the primary school students of grade three, corresponding semantic priming not emerged, so it reflects the priority of affective priming.(2) With the age increasing, the primary school students of grade five will produce easily consistency effects on positive pictures, however, they will produce consistency effects on negative pictures in the affective priming, so it also reflects the priority of affective priming.(3) With the age increasing, compare the effects’ changes of emotion with cognition on children, it emerges more differences at the primary school students of grade five than grade three.