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情景记忆对未来情景思维的内隐影响
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Abstract:
为了考察情景记忆是否会内隐地影响大学生未来情景思维，本研究将60名被试随机分为教室内学习组、教室外学习组和对照组，三组被试均需完成固定顺序的句子构造任务、算数任务和情景想象任务。结果发现：① 所有被试均未在实验过程中觉察句子构造任务对情景想象任务的潜在影响；② 相比对照组，教室内学习组被试更倾向于想象生成教室内自我相关的未来学习事件，教室外学习组想象生成的自我相关未来学习事件的分布则与对照组无显著差异。这些结果表明，情景记忆对大学生未来情景思维的内隐影响受不同情景条件调节。
In order to investigate whether college students’ episodic memory would implicitly affect their episodic future thinking or not, 60 subjects, who were randomly divided into in-classroom learning group, out-of-classroom learning group and control group, were required to complete sentences construction task, arithmetic task and episodic imagination task in a fixed order. The results showed that all subjects were not aware of the potential effect of sentences construction task on episodic imagination task during the experiment. Compared with the control group, the in-classroom learning group was more inclined to imagine the generation of self-related future learning events in the classroom, while the distribution of self-related future learning events generated by the out-of-classroom learning group was not significantly different from the control group. These results showed that the implicit influence of episodic memory on college students’ episodic future thinking was regulated by different situational conditions.
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