Effects Of Emotional Faces On Working Memory Of Learning Anxiety Junior High School Students

Previous studies have shown that trait anxiety groups have better effect on the working memory of negative emotional stimuli,but the performance of this group under different negative emotional stimuli has not been compared.In addition,previous studies have focused on trait anxiety groups and few studies on learning anxiety groups.Therefore,this study takes the impact of negative emotion on the learning anxiety group as the starting point,and takes the junior middle school students aged 13-15 as the subject group to discuss the impact on the learning anxiety junior high school students respectively when the emotional face is used as the target stimulus and the background.In order to find out the performance of learning anxiety junior high school students on the working memory processing of negative emotional faces;The masking effect of negative emotional faces on target stimuli was examined.In order to explore these two problems,two studies were designed respectively.(1)study 1.Taking emotional faces as the target,subjects need to make behavioral responses to emotional faces to test whether learning anxiety junior high school students have better performance on working memory of negative emotional faces.(2)study 2.taking the gender of the face as the target,and making behavioral responses,emotion as the background factor,to test whether the negative emotional face as the background factor has interference effect on the performance of working memory of junior high school students with learning anxiety.Study 1: features of learning anxiety junior high school students' processing of negative emotional faces' working memory(with facial emotion judgment as the target stimulus)(1)compared with normal junior high school students,junior high school students with learning anxiety have poor performance in working memory of emotional faces(2)the working memory performance of normal junior high school students and learning anxious junior high school students on different emotional faces is different.Among them,the working memory performance of neutral emotional faces is significantly better than that of anger and sadness,and there is no significant difference in the working memory performance between angry and sad facesStudy 2: the influence of emotional faces on the working memory of face gender of junior high school students with learning anxiety(with emotional faces as background stimulus)(1)compared with normal junior high school students,junior high school students with learning anxiety have poor performance in working memory of face gender(2)the gender accuracy rate of junior high school students with learning anxiety is low in the background of negative emotional faces(3)learning anxiety junior high school students to negative emotional face as the background of gender response time is shortBased on the results of experiment 1 and experiment 2,the following conclusions are drawn:Studies have shown that negative emotional faces have significant effects on the working memory of junior high school students with learning anxiety,and negative emotional faces can interfere with the level of working memory of junior high school students with learning anxiety.In practical education work,educators should pay special attention to the learning environment of learning anxiety junior high school,to provide a positive emotional background,which is conducive to the learning and memory of learning anxiety junior high school students.