The Influence Of Happy Mood And Sad Mood On The Implicit Learning Of Primary School Students Under Different Rhythm Conditions

As an indispensable part of the cognitive field of human social development,implicit learning has been found to have strong anti-interference and stability,and can avoid the influence of dysfunction and dysfunction.This paper studies the happiness and sadness,two different mood,the influence of the implicit learning,this study with 240 in Inner Mongolia ordos city Shanghai temple school students as subjects,under the condition of different rhythm,induced by students two emotional state,happiness,sadness and artificial grammar analysis of two kinds of emotion of implicit learning effect.Through experiments,this study verifies the influence of emotion on the implicit learning of primary school students,and studies the influence of emotion on the implicit learning effect of primary school students in different emotional states,so as to provide sufficient experimental basis for the relationship between emotion and implicit learning,which has positive significance for learning and developing the theory of implicit learning.First,it can more comprehensively understand human learning and its psychological process,make contributions to the development of human learning potential,and improve the learning efficiency of students.Second,by combining the research theory and research results of implicit learning with teaching practice,it can improve the teaching effect of schools and provide a new entrance for the reform of education and teaching.Third,it is helpful for deeper understanding of implicit learning and better use of students' emotions for effective implicit learning.This study is divided into two experiments: experiment 1 investigates the influence of happy mood and sad mood on the implicit learning of pupils in different grades under the condition of single prosodic information;Experiment two investigates the influence of happy mood and sad mood on the implicit learning of pupils in different grades under the condition of being full of prosodic information.Through experiment I,it was found that under the condition of single prosodic information,the experiment successfully induced the subjects' emotions through video clips,and produced significant emotional states.Both happy and sad emotions were significantly higher than neutral emotions.The main effect of emotion was significant,and the implicit learning performance of the sad group was significantly better than that of the happy group and the neutral group.The main effect of grade was not significant,and there was no significant difference between third grade and sixth grade.Through experiment 2,it was found that under the condition of full prosodic features,significant emotional states were successfully induced,and both happy and sad emotions were significantly higher than neutral emotions.The main effect of emotion was not significant,and there was no significant difference between the implicit learning performance of the sad group and that of the happy group and the neutral group.The main effect of grade was significant,and the implicit learning performance of grade 6 subjects was significantly better than that of grade 3 subjects.Conclusions :(1)in the absence of prosodic features,happiness has a small impact on the implicit learning of pupils of different grades,while sadness has a greater impact on the implicit learning of pupils of different grades.There was no significant difference in the students' implicit learning performance in different grades.(2)under the condition of full prosodic features,happy mood and sad mood have little influence on the implicit learning of the pupils in different grades;The implicit learning performance of the sixth grade subjects was significantly better than that of the third grade subjects.