The Impact Of Emotion On Sixth-grade Pupils' Cognitive Flexibility And Promoting Research

It is an improtant problem that how to improve the learning ability and cognitive development of students.Cognitive flexibility is not only an important cognitive ability,but also is an important one of the learning ablities. From the view of the theory of cognitive flexibility, learners construct their knowledge system in many ways,so they can response well when the enviroment changes.If the theory of cognitive flexibility develops at school,it will be good for students inhancing their ability and learning efficiency.This paper involved two parts, the first one was about the characteristic of the pupil'cognitive flexibility,which was measured in different emotional states including positive,neutral and negative emotion.The second one was a study about promoting the pupil's cognitive flexibility ability. We tanght subjects learning strategies in experimental group,then we could infer wether the learning strategy was helpful for the promotion of cognitive flexibility.The results indicated that: (1) Both reaction time and error rate under different emotional states were significantly different, pupils'cognitive flexibility in positive emotional state was significantly higher than in negative states, and positive emotions was benifit for promoting the cognitive flexibility. Both reaction time and error rate of pupils with different mathematics scores were significantly different, and the cognitive flexibility of pupils with more mathematics scores was significantly better than that of pupils with less mathematics scores. (2)There was interaction between mathematics achievement and emotional states in conversion error rate, and simple effect of the interaction showed that: Both of the pupils'cognitive flexibility with different mathematics scores of type A and C was significantly different in different emotional states. The cognitive flexibility between students with different scores was not significantly different in a positive state, but was significantly different in negative state, and the cognitive flexibility of the C type pupils was much lower than that of A type pupils.(3) The number of subjects between pretest and posttest were significantly different,that used the learning strategies in the experimental group, and it indicated that the intervention was effective.(4) The cognitive flexibility between experimental group and control group was not significantly different in the pretest, but significantly different in the posttest, and the reaction time in the experimental group was significantly lower than in the control group.In the experimental group, the cognitive flexibility between pretest and posttest was significantly different, and the reaction time in the posttest was much less than in the pretest.It indicated that the cognitive flexibility of subjects in the experimental group has improved.