| In order to explore the effect of frustration to explicit memory and implicitmemory on different cognitive style college students, the research chose normalundergraduates as participants and used neutral words and pictures as experimentalmaterials, the author has done three experiments through inducing-failture test toinduce participants’ frustration and Process Dissociation Procedure (PDP) to separateimplicit memory from explicit memory. The research results are as following:In the case of inducing-failture test, not only is frustration succeeded in moodinduction, but also have effect on the whole study process of subsequent experiment.In the case of cognitive style main effect, there is no difference betweendependent-style participants and independents-style participants’ words explicitmemory; however, independents-style participants became better in implicit memory.Moreover, independents-style participants got higher scores both in picture implicitmemory and explicit memory.In the case of frustration main effect, the non-frustration participants performedbetter in both words and pictures’ explicit memory, but there is no difference betweentheir words and pictures’ implicit memory.In the case of the relationship among frustration, cognitive style and wordexplicit&implicit memory, there is no difference between two type cognitive styleparticipants when in non-frustration environment, but independents-style participantsare better in implicit memory. When in frustration environment, independents-styleparticipants are better both in explicit memory and implicit memory. Meanwhile, thenon-frustration participants performed better just in explicit memory.In the case of the relationship among frustration, cognitive style and pictureexplicit&implicit memory, two type cognitive style participants are better innon-frustration environment, while independents-style participants are better in bothfrustration environment and non-frustration environment. |
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