The Influence Of Different Emotional State On College Students' Psychological Rotation

Emotions are the organizers of mental activity. our life is full of emotions. The diversity ofemotions illustrates which is an extremely complex psychological phenomenon and a uniquepsychological process. Emotion can best state expression of the human heart, which can be saidof rain or shine count of people’ s mental state. Changes in individual mood is accompanied byindividual psychological process produces, but also for cognitive processing and humanbehavior has an important regulatory role. Mental rotation is a spatial intelligence which canrotate their own and the object in the minds. Researchers in the cognitive domain are muchattention on researching subject and object rotation study variables. Emotional and cognitive andmental rotation are inextricably linked. This study attempts to explore whether there is anassociation between mental process activities and whether emotions play an important role in themental rotation task. These researches continue to expand the field of relations between emotionand cognition, while providing theory for education practitioners to improve students’ spatialcognitive ability, but also to provide additional information for the sports and aviation industrypersonnel which are closely related to spatial intelligence. Integrated use of experimentalresearch, interviews, etc. to examine the impact of emotions, grade and gender on mentalrotation.Experiment uses3(emotional state type)×2(gender)×2(stimulus type) mixed design,which emotional state type and gender are variables between groups, stimulating material type isa variable within the group, the reaction of the target material as the dependent variable. Theresults showed:1) Figures and graphics along with the rotation angle of the reaction increases,reaches its peak at180°, then decreased, the trend curve symmetrical on both sides, which is inaccordance with previous conclusion about mental rotation process being similar to the physicalobject rotation.2) In the mental rotation task, the students in the negative emotional state of thereaction time was significantly higher than the neutral emotional state of the reaction, but in anegative emotional state reaction with positive emotional states reaction time difference was notsignificant.3) In the mental rotation task, the boys on the rotate reaction of stimulus materialswas lower than girls’, which was significantly different.4) In the mental rotation task, studentson the rotate reaction of numbers was lower than the graphic reaction time, which wassignificantly different.5) In the mental rotation task, students’ grades were no significantdifferences; in the interactive effects of rotation angle, emotional status type, gender and grade, the grades in the level combinations of other three factors were significantly different.