CAJ | 학술논문

为了揭示情绪的确定性维度对学习判断的影响，本研究通过使用即时学习判断范式的两个实验分别探讨了高确定性情绪（愤怒、快乐）和低确定性情绪（恐惧、惊喜）的被试在学习判断中的表现。结果显示：（1）愤怒组和快乐组花费在项目学习上的时间显著少于恐惧组和惊喜组；（2）愤怒组和快乐组的学习判断值高于恐惧组和惊喜组；（3）愤怒组和快乐组的学习判断准确性低于恐惧组和惊喜组。从而证明了情绪的确定性维度与学习判断之间的相关关系。
위료게시정서적학정성유도대학습판단적영향，본연구통과사용즉시학습판단범식적량개실험분별탐토료고학정성정서（분노、쾌악）화저학정성정서（공구、량희）적피시재학습판단중적표현。결과현시：（1）분노조화쾌악조화비재항목학습상적시간현저소우공구조화량희조；（2）분노조화쾌악조적학습판단치고우공구조화량희조；（3）분노조화쾌악조적학습판단준학성저우공구조화량희조。종이증명료정서적학정성유도여학습판단지간적상관관계。
Emotional Certainty can affect people’s way of information process. To be more specific, the certainly emotions lead to heuristic processing, and uncertainty emotions arouse analytic processing. The judgment of learning （JOL） is a hot research object in the field of meta-memory. The previous studies have found that the JOL is influenced by people’s way of information process. Then how the different emotional certainty affect JOLs？ We conducted two experiments to explore this question. Experiment a and experiment b checked for the specific emotions’ effect on single-round JOL.In Experiment a, 50 participants were randomly assigned to one of two conditions in a 2 anger （negative, high certainty） vs. fear （negative, low certainty） between-subjects factorial design. Participants watched a video to induce one type of emotion before finishing the judgment of learning. Participants were required to give their judgment of learning immediately after finishing studying one pair of words. And after they learned and gave JOLs to all the words, they will take a test. In Experiment b, 50 participants were randomly assigned to one of two conditions in a 2 happy （positive, high certainty） vs. Surprise （positive, low certainty） between-subjects factorial design. Participants watched a video to induce one type of emotion before finishing the JOL; Participants were required to give their judgment of learning immediately after finishing studying one pair of words. And after they learned and gave JOLs to all the words, they will take a test.The results of Experiment a showed that the angry group’s learning time was significantly shorter than the fear group’s learning time, and the angry group’s JOLs were significantly higher than that of the fear group; The results of Experiment b showed that within the single-round JOL, the learning time of the happy group was significantly shorter than the surprise group and the happy group’s JOLs were higher than that of the surprise group, but, without reaching a significant level. According to the CM model, it is believed that learners tend to realize various clues while they’re learning, of which time is a very important one. According to the time clue, the individual will monitor the degree of the task difficulty and thus form the basic cognition of the task in mind. CM model can be used to explain the phenomena of experiment a and experiment b, that is, if the Participants,who had spent more （or less）time learning some pairs of words, would more likely to consider the project as a more （or less） difficult one consciously or unconsciously , and thus when they were doing confidence assessment, they tended to behave more（or less） confidently, that is, JOLs is higher（or lower）.Dual processing theory can explain the above results, and it can further explain the significance of emotional effects on learning of judgment.