自我损耗效应及其克服：积极情绪的作用
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摘要
在现代社会中,人们几乎无时无刻不需要进行自我调控,因此,从一定意义上讲,自我调控能力是引领个体走向成功的关键所在。然而,人在发挥自我调控能力的作用方面似乎并不尽如人意,自我调控失败的现象也是普遍存在的。鉴于此,美国心理学家Baumeister等人提出了关于自我调控失败的自我损耗模型,并以此来解释人类社会生活中出现的各类自我调控失败问题。该模型认为,自我调控有赖于一种数量有限的能量,该能量类似于人体肌肉的力量,经过先前的自我控制操作之后,这种能量会暂时性的损耗,致使个体处于一种自我损耗(ego-depletion)状态,进而导致个体在随后的自我调控任务上的表现下降。近年来,Baumeister等人又进一步将自我损耗模型作了理论上的扩展。他们认为,自我所具有的这类有限资源,不仅为自我调控所必需,而且自我在发挥其各类执行功能时均需要消耗这种能量。
既有的研究大多属于人格与社会心理学领域,对于自我损耗模型是否在认知领域中同样适用这一问题目前的研究则较为鲜见。另外,以往有关自我损耗模型的研究多以成人为被试,那么,自我损耗效应是否在较小年龄的儿童身上也有所体现呢?
基于上述原因,在本研究中以小学6年级儿童为被试。在实验一中,采用双任务范式,考察先前的自我损耗任务对于被试在随后工作记忆任务表现上的影响。
如果自我损耗会降低个体的工作记忆容量,那么是否能够运用积极情绪来有效克服这一负面的影响?这是本研究关注的另一重要问题。因此,在实验一的基础上,进行了实验二A,目的是考察在自我损耗条件下,通过观看幽默视频短片的方式诱发被试的积极情绪能否克服自我损耗对工作记忆的影响。
同样是诱发积极情绪,但不同的诱发情绪的方法可能会产生不同的影响。在实验二A的基础上,进行了实验二B,通过让被试回忆愉快体验的方法来诱发被试的积极情绪,主要目的是考察不同的情绪诱导方法所产生的积极情绪,在克服自我损耗效应方面,其效果是否有所不同?
如果积极情绪能够克服自我损耗对于工作记忆的负面影响,那么其内在机制又是什么呢?在实验三中对该问题进行了探讨。
本研究的结果表明:
(1)在认知领域中,自我损耗效应也是同样存在的。自我损耗会对工作记忆产生消极的影响。在自我损耗状态下,个体的工作记忆容量明显下降。自我损耗对工作记忆的影响不存在性别上的差异。
(2)在自我损耗状态下,通过观看幽默视频和自传式回忆的方法诱发被试的积极情绪,可以消除自我损耗对工作记忆的负面影响,使个体的工作记忆容量恢复至正常水平。
(3)使用不同的积极情绪诱发材料所产生的积极情绪状态在克服自我损耗的影响方面,效果是等同的。
(4)本研究结果支持了积极情绪的能量作用假设,表明积极情绪可能以某种能量的运作方式参与到个体的认知活动当中,从而达到了克服自我损耗的作用。
Self-regulation is centrally involved in many activities that hold the possibility to make people successful in life. Yet human self-regulation remains limited and sometimes ineffective. A broad range of human problems are often linked to self-regulatory failure. According to ego-depletion model, Baumeister and his colleagues proposed that self-regulation operates as a limited energy. The energy, which is akin to muscle strength, will become depleted after use and result in the further self-regulation breakdown. In recent years, Baumeister et al founded that the concept of regulatory depletion seemed too narrow. In the new formulation, self-regulation was grouped under the broader category of the self’s executive function, and this limited resource was needed not only for self-regulation but also for all the self’s executive function.
At present, most of the researches which were based on the ego-depletion model merely focused on the issues of self-regulation in the field of personality and social psychology. However, the study about ego-depletion model in the field of cognition is rare. In addition, adult subjects were selected in most of previous researches, then what about the smaller children?
Based on these considerations, 6-year primary school children subjects were used in the present study. In experiment 1, a dual-task paradigm was used to examination the impact of initial depletion task on the subsequent performance of working memory task.
If ego-depletion will undermine the individual's working memory, then can this negative effect be counteracted by inducing positive emotion? Based on experiment 1, experiment 2 A aimed to investigate whether the negative effect of ego-depletion on working memory can be overcome by positive emotion induced through watching a comedy video.
It is possible that positive emotion induced by different methods may produce different effect. Then, the purpose of experiments 2 B was to investigate the possibility that whether different positive emotion inducing methods have different beneficial effect.
If positive emotions can counteract the ego-depletion effect on working memory, then what is the inner process? This question was the main concern in experiment 3.
The results showed that:
(1) Ego-depletion had a negative influence on working memory. At the state of ego-depletion, the individual's working memory capacity declined significantly. To the effect of ego-depletion on working memory, there was no remarkable gender difference.
(2) The negative effect of ego-depletion on working memory could be counteracted by positive emotion induced by watching a comedy video or autobiographical memory.
(3) The beneficial effect of positive emotion induced by different methods was equivalent.
(4) The underlying mechanism by which positive emotion counteract ego-depletion was positive emotion replenished the resource that had been depleted by the initial task, rather than merely making individuals more motivated to continue self-regulating despite their depleted state.
既有的研究大多属于人格与社会心理学领域,对于自我损耗模型是否在认知领域中同样适用这一问题目前的研究则较为鲜见。另外,以往有关自我损耗模型的研究多以成人为被试,那么,自我损耗效应是否在较小年龄的儿童身上也有所体现呢?
基于上述原因,在本研究中以小学6年级儿童为被试。在实验一中,采用双任务范式,考察先前的自我损耗任务对于被试在随后工作记忆任务表现上的影响。
如果自我损耗会降低个体的工作记忆容量,那么是否能够运用积极情绪来有效克服这一负面的影响?这是本研究关注的另一重要问题。因此,在实验一的基础上,进行了实验二A,目的是考察在自我损耗条件下,通过观看幽默视频短片的方式诱发被试的积极情绪能否克服自我损耗对工作记忆的影响。
同样是诱发积极情绪,但不同的诱发情绪的方法可能会产生不同的影响。在实验二A的基础上,进行了实验二B,通过让被试回忆愉快体验的方法来诱发被试的积极情绪,主要目的是考察不同的情绪诱导方法所产生的积极情绪,在克服自我损耗效应方面,其效果是否有所不同?
如果积极情绪能够克服自我损耗对于工作记忆的负面影响,那么其内在机制又是什么呢?在实验三中对该问题进行了探讨。
本研究的结果表明:
(1)在认知领域中,自我损耗效应也是同样存在的。自我损耗会对工作记忆产生消极的影响。在自我损耗状态下,个体的工作记忆容量明显下降。自我损耗对工作记忆的影响不存在性别上的差异。
(2)在自我损耗状态下,通过观看幽默视频和自传式回忆的方法诱发被试的积极情绪,可以消除自我损耗对工作记忆的负面影响,使个体的工作记忆容量恢复至正常水平。
(3)使用不同的积极情绪诱发材料所产生的积极情绪状态在克服自我损耗的影响方面,效果是等同的。
(4)本研究结果支持了积极情绪的能量作用假设,表明积极情绪可能以某种能量的运作方式参与到个体的认知活动当中,从而达到了克服自我损耗的作用。
Self-regulation is centrally involved in many activities that hold the possibility to make people successful in life. Yet human self-regulation remains limited and sometimes ineffective. A broad range of human problems are often linked to self-regulatory failure. According to ego-depletion model, Baumeister and his colleagues proposed that self-regulation operates as a limited energy. The energy, which is akin to muscle strength, will become depleted after use and result in the further self-regulation breakdown. In recent years, Baumeister et al founded that the concept of regulatory depletion seemed too narrow. In the new formulation, self-regulation was grouped under the broader category of the self’s executive function, and this limited resource was needed not only for self-regulation but also for all the self’s executive function.
At present, most of the researches which were based on the ego-depletion model merely focused on the issues of self-regulation in the field of personality and social psychology. However, the study about ego-depletion model in the field of cognition is rare. In addition, adult subjects were selected in most of previous researches, then what about the smaller children?
Based on these considerations, 6-year primary school children subjects were used in the present study. In experiment 1, a dual-task paradigm was used to examination the impact of initial depletion task on the subsequent performance of working memory task.
If ego-depletion will undermine the individual's working memory, then can this negative effect be counteracted by inducing positive emotion? Based on experiment 1, experiment 2 A aimed to investigate whether the negative effect of ego-depletion on working memory can be overcome by positive emotion induced through watching a comedy video.
It is possible that positive emotion induced by different methods may produce different effect. Then, the purpose of experiments 2 B was to investigate the possibility that whether different positive emotion inducing methods have different beneficial effect.
If positive emotions can counteract the ego-depletion effect on working memory, then what is the inner process? This question was the main concern in experiment 3.
The results showed that:
(1) Ego-depletion had a negative influence on working memory. At the state of ego-depletion, the individual's working memory capacity declined significantly. To the effect of ego-depletion on working memory, there was no remarkable gender difference.
(2) The negative effect of ego-depletion on working memory could be counteracted by positive emotion induced by watching a comedy video or autobiographical memory.
(3) The beneficial effect of positive emotion induced by different methods was equivalent.
(4) The underlying mechanism by which positive emotion counteract ego-depletion was positive emotion replenished the resource that had been depleted by the initial task, rather than merely making individuals more motivated to continue self-regulating despite their depleted state.
引文
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