Anxious Mood Congruency Recognition Memory Studies

Since Ebbinghaus, the memory of psychology research of the past nearly 100 years most focused on past experience coding, storage, extraction, and other information processing that could be recollected. But after 1960s, a substantial amount of research showed that memory was not a single pure factors, because in the absence of the situation of awareness of consciousness and recollection (R)from memory, the impact of past experience would still be reflected in the process of the tasks,as a result, many scholars began to study this memory system that could be shown only in specific tasks in natural, without relying on individual recollection of past experience, independent from the explicit memory system, namely the implicit memory. However, before the early 1990s , the separation of explicit and implicit memory almost used the task dissociation procedure (YD?) mainly taking indirect test such as lexical decision or word fragment completion , but with research depth, many researchers found that most of the memory tasks were contained different degrees of two processing of explicit and implicit memory, namely explicit memory processing might affect indirect test,and implicit memory processing might affect direct test, so the memory test data in the traditional recognition might also include two components ,namely the explicit recollection (R) and implicit memory automaticity (A).The relationship between emotion and memory, particularly influence of the positive and negative emotiona on memory in Cognitive Psychology is an important area of research. inspection of the relationship between the emotiona and memory are generally considered from two basic aspects: one is that the emotional memory as a feature of the material, and the second is the emotiona as the memory of the characteristics of a state of mind. Many of the existing studies only study from any one of the two basic aspects,do not separate explicit memory and implicit memory from the combination of these two basic aspects, this paper has been selected individuals that have the psychological state of anxiety as subjects , and has been selected positive, negative, neutral three different words and the pictures as stimulate information,in order to comprehensively study memory separation of recollection (R) and automaticity (A) ,and in order to study whether there is mood—congruent memory in anxiety individuals. This shudy has important significance on in-depth understanding of the emotional and memory psychology, riching motional and cognition psychology theory This study uses process dissociation procedure (PDP) of the memory, on the basis of taking three emotionl colour words and pictures as stimulate, anxiety emotion as group variable , two tests (including and excluding) as a basis variable, adding a learning task (single-study and double-study) variable, instruction (rapid and accurate answer) variable,in order to explore the influces of emotional state, emotional stimulation and mood—congruent memory .This study including three experiments:1 Experiment 1: In single-study taskrecognitional memory study of mood—congruent memory of the anxiety individuals2 Experiment 2 : In double-study task recognitional memory study of mood—congruent memory of the anxiety individuals.3 Experiment 3: In double-study task recognitional memory study of the anxiety individuals under reaction speed condition.Experiment 1 is divided into four stages: preparation stage of testing, learning stage (two-word), interference stage, test stage (including and excluding), experiment 2 and experimental 3 were divided into five stages: preparatory stage of testing, the first study group stage (picture), the second study group stage (picture), the interference stage, test stage (including and excluding). Stimulate and research procedures has been showed and developmented by visual-stimulation-show software systems DMDX. Through the above three experimental showed that:1 Separation of recollection (R) and automaticity (A) emerges in the three separate experiments, results of three separate experiments above are in line with the model of process dissociation procedure (PDP),namely, explicit and implicit memory is two relatively independent extraction process in anxiety indixiduals.2 Mood—congruent memory exists in explicit and implicit memory of anxiety indixiduals in single-study task, anxiety indixiduals show explicit and implicit memory advantages on the positive words3 Mood—congruent memory does not exist in explicit memory of anxiety individuls,but exists in implicit memory of anxiety individuls in double-study task4 In the double-group learning tasks, cross-study of emotional picture and institution shows that recollection (R) and reaction time (RT) of the anxiety individuls who are asked to answer accurately are significantly higher than extraction results of those who are demanded answer rapidly. There is separation of explicit and implicit memory in two instruction ,namely,anxiety individuls do not emerge explicit mood—congruent memory in two instruction,but exist implicit mood—congruent memory. 5 Among anxiety individual and individual witiout anxiety there is separation of instrution language (speed and accurate answer) in the three different colour pictures ,and induvidus who are asked answere rapidly all show remember advantage in neutral pictures, induvidus who are asked answere accurately have memory advantage on both negative and positive pictures.6 Anxiety individuals show explicit mood—congruent memory in single-study task,but do not have explicit mood—congruent memory in double-study task,there are have implicit mood—congruent memory in both study tasks.7 Implicit memory of the anxiety individual and the individual without anxiety show no gender differences on words and pictures of three emotional colour.Through the above research may verify the consistency of mood—congruent memory of existing research, also enrich the existing research results of explicit and implicit memory , have great significance on further understanding the role of the mood in education and the teaching process, enriching and developing theory and research of cognitive and emotions psychology.