| Objects: This essay studies college students’ working memory characteristics onInternet addiction in different emotional states. The study bases on former researchesto reveal the college students internet addiction brain neural mechanism of cognitiveprocessing.Methods: The essay applies mixed experimental design method by choosing twogroups. The two groups are selected by using the Internet addiction scale of Americanpsychologist Young. The Internet addiction group and the non-addicted group arerespectively made up of18persons (13males and5females). Self-reported emotionaltrigger video and three different difficulties picture tasks are regarded as the researchmaterials. The tasks are position matching tasks, letter matching tasks, graphmatching tasks. The program is designed by the N-back experimental paradigmWorking Memory and E-Prime1.1. The reaction time differences between negative,neutral and positive emotional states are respectively recorded and analyzed indifferent difficulties tasks.Results:(1) The main effect of internet addiction condition was notable (F=14.13, P <0.01). Compared to the non-addicted group, the internet addiction groupshowed longer reaction time in response to the working memory task picture.(2)Themain effect of task type was outstanding (F=23.28, P<0.001). Compared to positionmatching tasks,the reaction time of letter matching tasks and graph matching tasksbecame significant shorter.There was no obvious difference between letter matchingtasks and graph matching tasks for examinees.(3) The main effect of missiondifficulty was notable (F=20.52, P<0.001). Compared to low difficulty tasks, theexaminees showed shorter reaction time than medium difficulty tasks and highlydifficult tasks. Compared to medium difficulty tasks, the time of highly difficult tasksbecame longer.(4) Both internet addiction condition and difficulty task showedinteraction (F=18.72, P<0.001). The medium and the highly difficulty task showed nonotable difference. But compared to non-addicted group participants, the reaction timeof internet addiction group participants in medium and highly difficulty tasks wasmarked longer.(5) There was interaction between task type and task difficulty(F=3.31, P<0.05). The reaction time of examinees in position matching tasks waslonger than letter and graph matching tasks in response to different difficulties, butthere was no significant difference between the latter two.(6) For internet addictioncondition, emotional state and mission difficulty, there were interactions in them (F=6.63, P<0.001). In response to the condition of low difficult tasks, the internetaddiction and non-addicted participants showed no marked difference in positive,neutral and negative emotional states; For positive emotional state, compared tonon-addicted group participants, the reaction time of internet addiction groupparticipants was longer in response to medium difficulty tasks, but there was nosignificant difference between the two group examinees in neutral and negativeemotional states; In positive and neutral emotional states, compared to non-addictedgroup participants,the reaction time of internet addiction group participants waslonger in response to highly difficulty tasks, but there was no significant differencebetween the two group examinees in negative emotional state;(7) There existedinteraction among internet addiction, task type and task difficulty (F=2.90, P<0.05).For letter matching tasks, compared to non-addicted group participants, the reactiontime of internet addiction group participants was marked longer in response to lowdifficult tasks, but the position matching tasks and graph matching tasks showed nosignificant difference; compared to non-addicted group, the reaction time of internetaddiction group participants was notable longer in response to medium and superiordifficulty tasks.Conclusion: Compared to non-addicted college students, the internet additionalcollege students pay significant more cognitive resources during the process of graphmissions in working memory. With the increasing of task difficulty, the cognitiveresources of pictures working memory process is significantly enhanced for allexaminees, the highly difficult tasks need the most, the second is medium difficultytasks and the last is low difficulty tasks. Compared to graph matching tasks and lettermatching tasks, the participants need obvious more cognitive resources in the processof position matching tasks, but the graph matching tasks and letter matching tasksshow no significant difference. |
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