不同登錄情境下，短期正念介入對情緒詞彙記憶的效果

情緒記憶被視為影響個體臨床症狀表現的重要因素，而研究顯示個體經過正念引導會影響情緒詞彙的記憶表現。此外，在不同學習登錄情境下，情緒詞彙的記憶表現有所不同。因此，本研究欲探討在不同登錄情境之下，短期正念引導如何影響個體對具有不同價性與喚起程度的情緒詞彙的記憶表現。本研究招募84名一般大學生為參與者。將參與者分成正念引導組(實驗組)與正念概念簡報組(控制組)。在前測與後測中，兩組參與者會在知覺性與概念性登錄情境中學習與回憶具有不同價性與喚起程度的情緒詞彙。而在前後測之間，正念引導組參與者進行為期3天每次30分鐘的正念引導，控制組參與者則接受相同次數與時間的正念簡介。結果顯示在後測回憶作業中，正念引導組參與者在知覺性登錄情境下，高、低喚起詞彙回憶的差距會小於控制組參與者高、低喚起詞彙回憶的差距。然而，當參與者在概念性登錄情境時，只有在正向詞彙中才會出現上述的效果。上述結果顯示(1)當個體採取知覺性登錄時，正念引導的效果只和詞彙的喚起程度有關而與價性無關。（2）當個體採取概念性登錄時，正念引導的效果與詞彙價性與喚起的交互作用有關。雖然正念引導並沒有增加正向詞彙整體的回憶量，但是它減少了正向高、低喚起詞彙回憶量的差距。（3）當個體採取概念性登錄時，正念引導沒有作用於負向詞彙整體的回憶量，也沒有改變負向詞彙中高、低喚起詞彙回憶量的差異。本研究的主貢獻在於發現在不同的登錄情境中，正念引導對情緒詞彙的記憶會有不同影響。

關鍵字

學習登錄情境；情緒詞彙；情緒價性；情緒喚起；正念引導

並列摘要

Emotional memory is regarded as an important factor affecting the clinical symptoms of individuals, and studies have shown that mindfulness induction can affect the memory performance of emotional words. In addition, the memory performance of emotional words is varied in different encoding contexts. Therefore, present study aims to explore how short-term mindfulness induction affects the memory performance of emotional words with various levels of valence and arousal under different encoding contexts. 84 college students were recruited in the present study as participants who were then divided into Mindfulness Induction Group (experimental group) and Mindfulness Lecture Group (control group). In the pre-test and post-test, all participants learned and recalled emotional words with different levels of valence and arousal in both perceptual and conceptual encoding contexts. Between the pre-test and post-test, the experimental group received a 30-minute mindfulness induction, while the control group received a 30-minute lecture of mindfulness each day for three days. The results of perceptual encoding context showed that the difference of recall between high and low arousal words in experimental group was smaller than that in the control group in the post-test recall. However, the above effects only appeared in positive words when words were encoded conceptually. These results indicated that (1) When perceptual encoding was engaged, the effect of mindfulness induction was only related to the level of arousal of words, but not to valence. (2) When individuals adopted conceptual encoding, the effect of mindfulness induction began to be related to the interaction between valence and arousal. Although, mindfulness induction did not increase the recall of positive words in general, it reduced the arousal effect of words recall. (3) Mindfulness induction did not affect the overall recall of negative words, nor does it change the difference of recall between high arousal and low arousal words. The major contribution of the current study was revealing that the influence of mindfulness induction on the memory of emotional words is subjective to encoding contexts during study.