The Development Of The Effect Of Emotion On Response Inhibition

The study on the impact of emotion on response inhibition has been become an important field of psychological researches. Rewarding and punishing as reinforcement often be used in education and psychotherapy. Rewarding and punishing inducing emotion has been a consensus. The present study mostly examined the impact of emotion induced by emotional film clip or pictures on behaviors, few investigate the impact of emotion induced by rewarding and punishing on behavior from the point of development. In this study, participants involved students in primary school. This study synthetically used physiological monitoring, behavior recording. The developmental study focused on the emotional autonomic nerve arousal and the impact of emotion on response inhibition.This research involved two studies. The first study included experiment 1, 2and 3. The second study was including the experiment 4 and 5.The first study was conducted to explore the characteristic of autonomic nerve arousal under the different value and feedback styles of rewarding and punishing conditions. The participants were chosen from the 2^nd , 4^th and 5^th grade of primary school students. The participants involved 31 students in experiment 1, and the same in experiment 2. The participants involved 30 students in experiment 3, and the same in experiment 1and experiment2.Using rewarding and punishing cues with differential value, including the same value in experiment 1, higher value rewarding cues and the lower value punishing cues in experiment 2, lower value rewarding cues and the higher value punishing cues in experiment 3, we examined the developmental characteristic of autonomic nerve arousal in primacy school students.The second study investigated the effect of emotion on response inhibition from the developmental focus. The participants were chosen from the 2^nd , 4^th and 5^th grade of primary school students. The participants involved 59 students in experiment4. The participants involved 61 students in experiment 5, and the same in experiment 4. Using the variant of the stop signal task, we explored the effect of emotion on the primary response and the non-primary response in experiment 4, while explored the effect of emotion on the stop signal response and the no stop signal response.The results showed that:(1) the skin conduct response to the punishing cues were higher than other cues in grade 4 in condition with the equal value rewarding and punishing cues. (2) Both the heart rate and the skin conduct response to the rewarding cues were higher than other cues in three grade students in condition with the high value rewarding and the low value punishing. (3) The skin conduct response to the rewarding and punishing cues was higher than other cues in three grades in condition with the low value rewarding and the high punishing cues. (4) All students responded more quickly to rewarding cues than other cues, while only the students in grade 2 responded more quickly to punishing cues than other cues in non-primary response. (5) The rewarding and punishing cues accelerated response in no stop signal processing in all students, moreover, the response rate in grade 4 and grade 5 was quicker than in grade 2.In summary, the primary student has higher sensitivity to high value rewarding. It is because of the differential type of processing that the individual differences exist in the effect of emotion on response inhibition. The context appropriate balanced attention theory can explain the developmental characteristics and the mechanism of the effect of emotion on response inhibition.